Rural Kindergarten Teachers’ Mental Resilience Research

As we all know, Kindergarten teachers work extremely complicated, while crucial for children in terms of physical and mental development. Education and care for young children can not have the slightest negligence or even intentional injury. Healthy growth of preschool teachers and child mental health are closely linked.So how to maintain mental health of preschool teachers in this article is to be of concern.Preschool teacher’s mental health should get people to pay more attention and research. This article is from the perspective of resilience to maintain the promotion of early childhood teachers to explore mental health research. Resilience herein defined as the case where despite challenging or threatening, but have the ability to adapt, or a successful adaptation process results.This study aims to understand the psychology of kindergarten teachers in rural Hebei Province resilience status quo. To investigate the factors affecting rural preschool teachers and their causes resilience. Thus proposed to enhance the resilience of rural preschool teachers psychological countermeasures and suggestions.In this paper, the literature of psychological resilience were collected, and the use of questionnaires and interviews. Hebei Province rural kindergarten teachers’ mental resilience to quantify the statistical analysis of the data. And through interviews delve into the psychological factors of rural preschool teachers resilience.Because of traditional ideas and economic level and other reasons, In rural Hebei Province,vast majority are female kindergarten teachers.early childhood education in the male kindergarten teachers rarely, only in individual logistics, principal and other positions.Therefore, early childhood teachers in rural Hebei Province object of this study only female kindergarten teachers. The author of about 300 rural parts of Hebei Province female preschool teacher questionnaire study. Research tool of choice for The Resilience Scale of Adults(RSA) and self interview outline. By subjects inpersonal competence(sense of the future, self-perception), personal structure,social competence, family coherence, and social support of the six subscales of psychological analysis of the resilience of rural preschool teachers in different marital status, fertility status, education level, kindergarten nature, nursery size, class capacity, public institution staff, income level and other differences. The results of the study showed that:First, Hebei Province rural preschool teachers overall resilience in the middle and upper levels. Resilience to the effects of the six dimensions in descending order: social support, family cohesion, sense of the future, self-perception, social competence, personal structure.Second, Hebei rural preschool teachers in different marital status, fertility status, public institution staff, psychological resilience income levels were significantly different. Hebei rural preschool teachers in different academic levels, kindergarten nature, nursery size, class capacity of psychological resilience was no significant difference.The conclusion of the study:First, Hebei rural preschool teachers in favor of improving mental resilience factors: rural preschool teachers more positive evaluation of their positive character. Kindergarten teachers have a full and comprehensive understanding of career. Affirmed the importance of early childhood teachers, but also spoke of the heavy work; preschool teachers in the absence of their children and have their own children until after the child’s understanding of the larger changes.Have their own children rural preschool teachers in early childhood education for their attitude will produce positive change; rural preschool teachers family members generally support for early childhood teachers.Second, is not conducive to the rural preschool teachers psychological resilience factors: universal preschool teachers in rural areas generally had less work and housework in addition to outside recreation time. Kindergarten teachers catharsis fewer opportunities; rural preschool teachers than the harmonious interpersonal relationships, but part of a narrow circle and preschool teachers in rural areas, poor social skills; generally with fewer teachers to participate in the general line of external training opportunities. External training opportunities for teachers, principal and other management positions significantly more than first-line ordinary teacher. Is not conducive to their ability to enhance early childhood teachers; preschool teachers in rural income is generally less than ideal desired level. Preschool teachers have a greater impact on daily living. Income levels are too low to reduce the kindergarten teacher’s self-esteem and motivation. Preschool teachers do not help enhance mental resilience.