A Study On The Relationship Between Occupational Sources,Attributions And Coping Strategies Of Preschool Teachers

Preschool education has become the focus of attention in the modern society,and as a teacher of preschool education,it is expected to be higher.Faced with the increase of working hours,the increase of working measures and the increase of educational requirements,the professional pressure of kindergarten teachers is increasing.In the previous research on the sources of occupational stress of preschool teachers,the focus was on the present situation of preschool teachers 'occupational stress,the reaction of preschool teachers' occupational stress and the factors affecting preschool teachers 'occupational stress.In this study,the author makes a thorough understanding of the current situation of the occupation pressure source,attribution mode and coping strategy,and then explores how the attribution mode and different attribution mode can affect the occupation pressure source,in order to put forward some suggestions to help the kindergarten teachers reduce or alleviate the occupation pressure.In this study,369 preschool teachers were studied.The following conclusions were obtained by means of questionnaire survey:The greatest source of occupational stress for early childhood teachers is the early childhood factor.The vocational pressure of urban preschool teachers is higher than that of rural preschool teachers in the dimensions of "infant factor" and "social status and development".The professional pressure of public garden teachers is higher than that of private garden teachers.Junior middle school teachers with lower education experience the greatest job pressure in the three dimensions of "work load","work environment and interpersonal" and "career expectation".Teachers with monthly income between 3001-4500 yuan experienced the highest occupational stress in the three dimensions of "social status and development","early childhood factor" and "workload".The way in which young teachers are attributed generally tends to be internal.There are significant differences in the attributions of kindergarten teachers in terms of location,nature,sex and age.The frequency of coping strategies adopted by preschool teachers in the face of occupational stress tends to be similar to the medium and high levels.The frequency of "rational thinking" is higher than that of rural preschool teachers.The frequency of coping strategies used by teachers in private gardens is higher than that used by government teachers,and the frequency of coping strategies used by kindergarten teachers aged 5-10 years is higher than that of other teachers.There is a significant negative correlation between the source of occupational stress and the "internal control" dimension of attribution,and a significant positive correlation with "opportunities" and "powerful others".There was a significant negative correlation between occupational stress sources and coping strategies of preschool teachers.There was a significant positive correlation between the "internal control" dimension of attribution and coping strategies,and a significant negative correlation between "opportunities" and "powerful others" dimensions.There are differences in coping strategies among young teachers with different attributions.Attributional methods and coping strategies of preschool teachers have a certain predictive effect on occupational stress sources.