A Study On The Job Satisfaction And Influence Mechanism Of Preschool Teachers In Jiangxi Province

In recent years,with the release of the universal two-child policy,the preschool education has gradually become the focus of society.Meanwhile,there has also been a growing interest in the preschool teacher’s profession as the preschool education organizer and mentor.Therefore,the research on the job satisfaction of preschool teachers gradually comes into the field of researchers’ vision.The purpose of this study is to know the present situation of job satisfaction of preschool teachers in Jiangxi province,and to construct the model of job satisfaction affected by occupational identification,core self-evaluation,work pressure,furthermore,to explore the relationship between variables.At the end,we will provide some advice for the kindergartens and education authorities based on analysis of data.This study construct theoretical model with four variables: professional identity and core self-evaluation as the exogenous potential variables,work stress as the endogenous potential variables(also as a mediation variable),and job satisfaction of preschool teachers as the endogenous potential variables,and verify the goodness of fitting which theoretical model and sample data by the method which randomly selected 305 children’s teachersas the study subjects in jiangxi province.In this paper,we select four widely approvedscales which the job satisfaction questionnaire developed by Lv Guoguang,Westnorth Normal University,and Occupational identificationquestionnaire developed by Zhang Ningjun and Zhu Fuping(2011),and work stressquestionnaire developed by Bai Yuling,and core self-evaluation amended based on the questionaire developed by Judge.All above four questionaires are amended on the basis ofspecific situation of children teachers.The result of research shows that the covariance matrix is undifferentiated between theoretical model and sample data,and paths are significant.Meanwhile,work stress has partial mediation effect between job satisfaction and job satisfaction;work stress hascomplete mediation between core self-evaluation and job satisfaction.The path coefficients are significant which exist in professional identity,coreself-evaluation,work pressure and job satisfaction.Therefore,there is a significant negative correlation between professional identity and work pressure,and also between core self-evaluation and work pressure,and also between work pressure and job satisfaction.On the contrary,there is a significant positive correlation between professional identity and job satisfaction.Based on research conclusions,the researchers suggest as the following:First,according to the individual career development stage,the career development of preschool teachers is divided into novice,crackajack and expert stage.When we use the whole model to analyze problems and make recommendations,the main contradictions of job satisfaction in different career stages are different.For the novice:the new entry teachers who should establish "professional identity" will continue the education system,implement the mentoring system,strengthen the theory to learn to set up scientific child view,Create a good organizational atmosphere;for the crackajack,we Should "people-oriented" humanistic treatment garden,improve the compensation and benefit system,Self-psychological adjustment to relieve stress;for an expert,we should improve the professional status of expert teachers,demonstrate a wide range of demonstrations.Second,According to the mediating effect,Suggestions for improving the job satisfaction of preschool teachers are proposed,such as properly organize the establishment of preschool teachers in urban and rural areas,increase support for private kindergartens.