Research On The Relationship Between Organizational Commitment,Teaching Effectiveness And Social Support Of Preschool Teachers

With the development of education,researchers attach more and more importance to teachers' organizational commitment,which has become an important indicator in teacher management.Mowday,Steers,and Porter argue that higher organizational commitment will produce better outcomes for teachers themselves,organizations,and society.The organizational commitment of teachers is the psychological link between individuals and organizations,which can reduce the dimission rate and absence rate,and is an important factor affecting the stability of teachers.Since the 1960 s,with the research on the organizational commitment of employees,scholars at home and abroad have also focused on the organizational commitment of teachers.However,most researchers discuss from the aspects of organizational factors and work factors,and the research theory of social factors needs to be supplemented.Studies have shown that social support,as an important work resource,can stimulate teachers' work motivation and sense of organizational commitment.Moreover,teaching is an important job for teachers,whose cognition and belief in teaching will definitely affect their behaviors and attitudes in the organization.Based on this,there may be a more complicated relationship among organizational commitment,social support and teaching effectiveness of preschool teachers.Therefore,this study intends to investigate the general characteristics of the development level of preschool teachers' organizational commitment,explore the relationship between social support,teaching efficacy and organizational commitment,and further investigate whether there is mediating effect of preschool teachers' teaching efficacy.In this study 469 preschool teachers from kindergartens in various regions of Shandong Province were selected as subjects.The organizational commitment scale compiled by Ling Wenquan et al.,Xiao Shuiyuan's “social support scale” and Zhao Lijun's “preschool teachers' teaching efficacy questionnaire” were used to measure preschool teachers' organizational commitment,social support and teaching efficacy respectively,and the relationship between them was further analyzed and discussed.The results showed:First,the revised organizational commitment scale has good reliability and validity.The overall level of organizational commitment is above average,and the normative commitment level is the highest,while the lowest is the opportunity commitment.The organizational commitment level of preschool teachers with establishment is higher than that of preschool teachers without establishment.There is no significant difference in organizational commitment between urban and rural preschool teachers.Monthly income,educational background and teaching years have a significant impact on organizational commitment.Preschool teachers with higher salary have higher organizational commitment,the level of undergraduate is lower than that of junior college,and higher teaching years of more than 10 years than 0-5 years,6-10 years.Second,the social support for preschool teachers,married than unmarried preschool teachers subjective and objective support are higher;The subjective support level of rural preschool teachers is higher than that of urban preschool teachers.Thirdly,the teaching efficacy of preschool teachers is at a high level,among which the personal teaching efficacy is the highest.The personal teaching efficacy of teachers who have been teaching for more than 10 years and 6-10 years is significantly higher than that of 0-5 years.In terms of marriage,the level of married preschool teachers is higher than that of unmarried preschool teachers.Fourth,Social support,personal teaching efficacy and teachers' organizational commitment were significantly positively correlated,and the regression analysis shows that teachers' subjective support,utilization degree of support and personal teaching effectiveness can significantly positively predict teachers' organizational commitment.Fifthly,teachers' personal teaching efficacy plays an incomplete mediating role between subjective support and organizational commitment.Personal teaching efficacy also plays an incomplete mediating role between support utilization and organizational commitment.