Research On The Psychological Capital Of Kindergarten Teachers And Its Influence On Job Burnout

Preschool teachers,as the backbone of the pre-school education development,have an inestimable and far-reaching influence on the development of young children and the entire society.The positive psychological state can help young children to build good quality,It is extremely important for young children who are in critical period of physical and mental development.However,due to the long-term incompatibility between the heavy workload and the low reward experience,as well as the unclear self-development plan,the preschool teachers have experienced a lot of problems,such as large psychological pressure,obvious job burnout,and even the tendency to leave the job.Therefore,Focusing on the positive health of preschool teachers is extremely urgent and important.This study adopted a random sampling method and selected 232 preschool teachers from 10 preschools in Xi'an as the research subjects,including Yanta District,Beilin District,Lianhu District and Gaoxin District.This study uses Ke Jianglin,Sun Jianmin,Li Yongrui's short version of the Chinese native psychological capital scale and the MBI-Educator Survey(MBI-ES)compiled by Maslash et al.In this way,the preschool teachers' psychological capital and job burnout were measured.Then,based on the analysis of the data,Eight representative preschool teachers were randomly selected and conducted in-depth interviews for further analysis about the differences and causes of different types of preschool teachers' psychological capital.The results of this study were:(1)The scores for psychological capital ranged from 1 to 6,and the theoretical median was 3.5.In this study,the average score of preschool teachers' psychological capital was 4.8 points,which was higher than 3.5 points and was at the middle level.The eight dimensions of psychological capital range from 4.40 to 5.28,both higher than 3.5 points.Preschool teachers had the lowest mean value on the optimistic hope dimension of 4.40 points,the highest mean value on the dimension of modesty and sincerity,5.28 points;the average value of interpersonal psychological capital of preschool teachers was 4.94 points,and the average of transaction-type psychological capital was 4.66.Points,interpersonal psychological capital is higher than transactional psychological capital.(2)Preschool teachers from different age groups,teaching age,marital status,teaching grade,educational background,salary level,nature of kindergartens,and grades of kindergartens,The average score of psychological capital is higher than 4.7 points,the average score of interpersonal psychological capital is higher than 4.8 points,the average score of transactional psychological capital is more than 4.5 points,and the average score of interpersonal psychological capital is higher than that of transactional psychological capital.(3)There is no significant difference in the age,age of schooling,education,salary,and nature of the preschool teachers' psychological capital,but there are significant differences in marital status,grades of education,and levels of parks.Specifically,married and unmarried preschool teachers have significant differences in total total psychological capital,transactional psychological capital,tenacious tenaciousness,and gratitude and dedication;Preschool teachers with middle-shift group and large-class group have significant differences in transactional psychological capital and tenacity.There is a significant difference in the total scores of psychological capital and gratitude and dedication between preschool teachers and non-demonstration gardens.(4)The preschool teachers' job burnout level has significant differences in the High and low grouping of psychological capital.The preschool teachers' job burnout level in the high psychological capital group is significantly lower than that in the low psychological capital group.The total score of kindergarten teachers' psychological capital and its two dimensions(transaction-type psychological capital and interpersonal psychological capital)are significantly negatively correlated with job burnout and its three dimensions.(5)The total score of preschool teachers' psychological capital and its two dimensions(transaction-type psychological capital and interpersonal psychological capital)are negatively correlated with job burnout and its three dimensions.Preschool teachers' psychological capital has a reverse predictive effect on job burnout.The total score of psychological capital explains the variation of 42.9%of total burnout.The total score of psychological capital and interpersonal psychological capital explain the variation of 44.3%of total burnout.The research draws the following conclusions:(1)The overall level of psychological capital of preschool teachers is relatively high.Among them,the interpersonal psychological capital level of preschool teachers is higher than that of transactional psychological capital.preschool teachers rank the average of the eight dimensions of psychological capital from high to low are:Modest and sincere>gratitude and dedication>respect and courtesy>perseverance and tenacity>Strive for progress>forgiveness,self-confidence and bravery>optimistic and hope.(2)Different types of preschool teachers(Education age,marital status,the nature of the park,etc.)have different levels of psychological capital.(3)There was no big difference in the psychological capital of preschool teachers between age,education age,education level,salary level,and nature of the park.There were significant differences in the variables of marital status,grade of education,and level of institution.(4)There is a close relationship between the psychological capital of preschool teachers and their job burnout,and the psychological capital of preschool teachers has a reverse predictive effect on their job burnout.(5)Preschool teachers' psychological capital can predict their job burnout to a large extent.Based on the research results and in-depth interviews,this study proposes targeted suggestions for developing preschool teachers' psychological capital and reducing job burnout from four perspectives:preschool teachers,organizers,parents,the public,and the government.First,preschool teachers must actively establish psychological capital and develop their own potential to reduce occupational burnout.Second,kindergartens should give humane care?adequate support and help to Preschool teachers.Third,parents and the public should respect and recognize Preschool teachers and change unreasonable expectations.Fourth,The government must improve the management system and provide policy support.