Research On The Impact Of Professional Identity And Organizational Identity On Preschool Teachers' Work Engagement

Work engagement represents a positive,whole-hearted and internally-driven work state.Individuals with high job engagement will focus their attention on work activities.For this reason,the organization hopes that individuals can show their vitality and dedication to work and make their due contributions to the work.At the same time,the academic circle also carried out the research enthusiasm to the work,and obtained the rich research results.Work engagement is essentially a state of mental activity,anchored by three dimensions: vigor,dedication,and focus.Among them,vigor refers to having abundant energy and psychological adaptability in the work,and willing to make efforts in the work;dedication means concentrating on the work and feeling the value,passion,inspiration,pride and challenge of the work;focus means being completely focused and absorbed in the work and feeling that time passes so quickly that it is difficult to separate individuals from work.Preschool teachers are the key practitioners of preschool education and the important executors to promote the development of preschool education.The vigorous development of preschool education depends on the teachers with high work input.However,there are still many problems in the construction of preschool education teachers in China.In order to improve the overall quality of preschool education in China,it is urgent for high-quality preschool teachers to work hard and make efforts.In addition,although a considerable part of preschool teachers recognize the professional identity of preschool teachers,and strive to achieve career goals and achievements,but the sense of identity to the kindergarten is not high,which seriously affects their own work investment.How to strengthen preschool teachers' professional identity and organizational identity,and help them improve the level of work input,is an important issue to be solved.This study attempts to sort out the relationship between professional identity,organizational identity and teacher's job involvement,and explore the influence path of professional identity and organizational identity on teacher's job involvement,so as to explore the measures to improve teacher's jobinvolvement and help them improve their job involvement level.In this study,307 preschool teachers from private kindergartens in Jinan and Yantai cities were selected as the research objects,and 18 items of occupational identity scale developed by Wei Shuhua in 2013 were used in the study.The organizational identity scale used Mael et al.In 1992,the study of work engagement was based on the 17 item scale of work input developed by Schaufeli in 2002,and the study of organizational identity was based on the six items of organizational identity developed by Mael et al in 1992,and the study of work engagement was done by Schaufeli in 2002.And further explore the relationship between the three.The results are as follows:(1)There are differences in education,age and teaching age of job engagement among preschool teacher;There are differences in age and teaching age of professional identity among preschool teacher;There are differences in education and age of organizational identity among preschool teacher.(2)The four dimensions of kindergarten teachers' professional values,role values,sense of occupational belonging and professional behavior orientation can positively affect work engagement.This study once again confirms the positive relationship between them,enriches and fills up the literature on the influence of preschool teachers' professional identity on their positive outcome variables,and develops the conclusion that professional identity can promote individual work performance.(3)Organizational identity plays a positive moderating role between preschool teachers' professional identity and their work engagement,that is,the higher the level of organizational identity,the stronger the influence of preschool teachers' professional identity on their work engagement,and vice versa.Previous studies lack of preschool teacher organizational identity as a boundary condition to explore the relevant impact mechanisms.In this study,teachers' organizational identity was taken as a regulating variable to test its regulatory role in the influence of the main effect,which made up for the deficiencies of previous studies.Organizational identity can significantly reduce the uncertainty of preschool teachers' perceived identity and improve their own identity perception.Teachers with high organizational identity canbe satisfied with their inner needs,such as a sense of belonging,and are willing to show positive work attitude and behavior.Make behavioral decisions based on kindergarten expectations,values and norms.Therefore,organizational identity can positively regulate the influence of preschool teachers' professional identity on their work involvement.(4)Under the combination of "higher professional identity-higher organizational identity",preschool teachers' work involvement is the highest.The interaction of professional identity and organizational identity of preschool teachers will have a significant impact on their work involvement,among which the combination of high professional identity and high organizational identity has the greatest effect on work engagement.