Research On The Relationship Between Preschool Teachers' Work Behavior,Professional Identity And Psychological Capital

Work behavior refers to the sum of a series of behaviors,including infra-role behavior and organizational citizenship behavior,that an individual makes in order to complete work tasks and meet his needs for survival and development in the face of increasingly complex work environment.The presentation of work behavior is closely related to the development of organization and is also an important guarantee to improve the quality of education,and the formation of high quality work behavior is the result of the joint action of various factors.The work requirement-work resource consumption model suggests that the quality of schoolteacher decreases with the increase of working hours and conflicts.Professional identity and psychological capital,as positive cognitive and emotional factors within the individual,are bound to play a vital role in the development of individualistically work behavior.Some studies have shown that the level of psychological capital of kindergarten teachers is of great significance to the display of schoolteacher behavior,and professional identity is an important factor affecting psychological capital.According to this,there may be a more complex relationship between kindergarten schoolteacher behavior,professional identity and psychological capital.Therefore,this study intends to reveal the relationship between professional identity,psychological capital and behavior within the role of kindergarten teachers,organizational citizenship behavior,and explore the possible role of psychological capital in professional identity and kindergarten schoolteacher behavior.The main objectives of this study are:(1)to understand the general characteristics of kindergarten schoolteacher behavior;(2)to examine the relationship between kindergarten schoolteacher behavior and professional identity,psychological capital;and(3)to reveal the mode of action of psychological capital between professional identity and kindergarten schoolteacher behavior.This study selected 512 in-service first-line kindergarten teachers from 25 urban and rural(including urban)public kindergartens in 5 prefecture-level cities including Jinan and Qingdao in Shannon province as the research objects.The results are as follows:(1)Education has a significant impact on the development of kindergarten teachers' workbehavior.Education was significantly lower in senior high school or technical secondary school and below group than in junior college group,undergraduate and above group.There was no significant difference between junior college group and undergraduate and above group of kindergarten teachers' work behavior.In addition,the monthly salary and labor relations have a significant impact on the development of kindergarten teachers' organizational citizenship behavior.In terms of wages,the income ranged from 1,000 yuan to 2,000 yuan and from 2001 yuan to 3,000 yuan was significantly lower than that of kindergarten teachers whose monthly salary ranged from 4001 yuan to 5,000 yuan and more than 5,000 yuan.(2)Role values,professional behavior tendencies,professional values and occupational affiliation in professional identity All the four dimensions were positively correlated with kindergarten teachers' work behavior.(3)The four dimensions of self-confidence,hope,optimism and resilience in psychological capital are all related to the work of kindergarten teachers behavior was significantly positively correlated.(4)Role values,professional behavior tendencies,professional values and occupational affiliation in professional identity The four dimensions of feeling were positively correlated with the four dimensions of self-confidence,hope,optimism and resilience of psychological capital.(5)The psychological capital of kindergarten teachers plays an incomplete intermediary role between professional identity,behavior within roles and organizational citizenship.