Structure Construction And Empirical Study On Resilience Influencing Factors Of Integrated Preschool Teachers

Integration education is one of the trends of education development.With the infiltration and influence of integration education concept,more and more children with special needs enter into ordinary kindergartens for education.As the executor of integration education,preschool teachers are given higher requirements,not only the creator of integration education environment,the designer of activities,the executor of differentiated teaching,but also the organizer of communication and cooperation,which gives a severe test of professional knowledge,professional skills and core literacy to preschool teachers.With the work content and living conditions also undergoing fine-tuning and reconstruction,the resulting difficulties hinder the growth and progress of preschool teachers to a certain extent.It is worth noting that many"disadvantaged" integration preschool teachers are not defeated by adversity and difficulties,but they are flexible to adapt to the changing external environment,reflecting an important quality in the field of positive psychology,namely psychological resilience.The study of psychological resilience provides a new perspective for reexamining work pressure and job burnout,and promoting their psychological and professional self-development.In view of this,this study adopts the mixed research method to design,and the whole research is divided into three parts:model construction,questionnaire preparation and characteristic analysis,striving to combine theory with empirical research,qualitative research and quantitative research.This study includes three small studies with internal logical connection:The first part is the construction of the influencing factors of preschool teachers’psychological resilience.Firstly,based on the grounded theory,12 integrated preschool teachers in an integrated kindergarten of X city are selected as the interviewees,and a semi-structured interview is used to deeply explore the key events in the professional development of integrated preschool teachers and analyze the influencing factors of psychological resilience development of integrated preschool teachers.Secondly,the open coding,principal axis coding and selective coding are used to deal with the interview texts,revealing the basic structure of the influencing factors of the integration of preschool teachers’psychological resilience.The result shows that the structural dimensions of influencing factors of psychological resilience of preschool teachers are composed of five primary dimensions,namely,emotional input,motivation and inspiration,occupational adaptation,social support,organizational atmosphere,and 17 secondary dimensions.This study lays a theoretical foundation for the second study.The second part is drawing up the questionnaire of influencing factors of preschool teachers’ psychological resilience.Firstly,based on the structural construction of the influencing factors of preschool teachers’psychological resilience,the basic dimensions of the questionnaire are drawn up,the test items are compiled,and the items are screened and simplified.Secondly,191 integrated preschool teachers are selected by random sampling for preliminary test,and formal questionnaire is formed by using project analysis,exploratory factor analysis,reliability test,confirmatory factor analysis and other methods.The result shows that the questionnaire contains 5 dimensions and 29 items in total,The influencing factors of the integrated preschool teachers are emotional input factors,occupational adaptation factors,motivation and inspiration factors,atmosphere factors and social support factors.The total Cronbach a coefficient of the questionnaire is 0.901,and the Cronbach a coefficient of each dimension is between 0.755-0.901.The correlation coefficient between each dimension and the total score is between 0.795-0.858,and the correlation coefficient between each dimension is between 0.468-0.667.The fitting indexes of confirmatory factor analysis are:X2/DF is 3.801,RMSEA is 0.081,GFI is 0.851,GFI is 0.891,IFI is 0.885.It shows that the questionnaire has a good reliability and validity,which lays a tool foundation for the third study.The third part is the research on the influencing factors of preschool teachers and 252 teachers are tested with a self-drawn up questionnaire.The result shows that:(1)emotional input(mean=4.041)>Occupational Adaptation(mean=4.000)>motivation and inspiration(mean=3.865)>garden atmosphere(mean=3.775)>social support(mean=3.736).(2)From the six dimensions,the influencing factors of psychological resilience of preschool teachers with different ages and teaching ages are significantly different as a whole(P<0.001);those with different educational background and different locations are significantly different as a whole(P<0.05).However,there is no significant difference for those with different pre-service professions and wages(P>0.05).The main conclusions of this study are as follows:(1)The structure of influencing factors of integration preschool teachers’psychological resilience can be divided into five dimensions:emotional input factor,motivation and inspiration factor,occupational adaptation factor,social support factor and organizational atmosphere factor.The questionnaire composed of 29 items has a good reliability and validity,which meets the requirements of statistical measurement.(2)The influencing factors of the integrated preschool teachers are emotional input factors,occupational adaptation factors,motivation and inspiration factors,atmosphere factors and social support factors.(3)There are significant differences in the influencing factors of the psychological resilience of preschool teachers with different ages,educational background,teaching age and location,but there are no significant differences in pre-service professions and wages.The main ways to develop and manage the psychological resilience of preschool teachers are as follows:to relieve the pressure source of the psychological resilience;to develop the psychological resilience resources;to build a comprehensive support system to provide appropriate support for the integration preschool teachers in defective situations.