| With the opening of the universal two-child policy,there is a major gap in the demand of preschool education for teachers.The education administrative department clearly puts forward the specific task of "implementing the status and treatment of preschool teachers according to law".However,the instability of preschool teachers and the high turnover rate are still the outstanding problems restricting the development of preschool education in China.According to Effort-reward imbalance theory,if the preschool teacher thinks that the pay has not been paid back,there will be negative emotional experience such as depression and emotional exhaustion,which will greatly affect the physical and mental health of preschool teachers,and even lead to slack work and turnover behavior.In reality,some preschool teachers feel that there is no reward for their efforts,they are still willing to stay in the teaching posts;however,other preschool teachers have serious psychological gap because of low salary level,they will resign quickly once they have the idea of leaving.As "rational people" in the market economy,how can we explain preschool teachers’ contradictory irrational behaviors? Existing studies show that,Effort-reward imbalance can predict employees’ turnover intention,while perceived organizational support plays a mediating or moderating role in the relationship.Therefore,this study investigated529 preschool teachers with questionnaires,analyzed the relationship and mechanism between effort-reward imbalance and intention willingness.The results show that: firstly,the willingness to stay and the sense of organizational support of preschool teachers in China are at a medium level,and the group of preschool teachers are in a status of high effort-low reward imbalance,with more overcommitment;secondly,the sense of effort-reward imbalance of private kindergarten preschool teachers is significantly higher than that of public kindergarten preschool teachers,and that teachers working more than 10 hours per day is higher than teachers with shorter working time;In terms of the intention willingness,urban preschool teachers are significantly higher than rural preschool teachers,preschool teachers with career preparation are significantly higher than those without career preparation,highly educated preschool teachers are significantly higher than lowly educated teachers,and preschool teachers with non-education major are significantly higher than those with preschool education major;third,preschool teachers’ sense of effort-reward imbalance has a significant negative impact on the intention to stay,which can explain 37.7% of the variation of the intention willingness;perceived organizational support will have a significant positive impact on the intention to stay,which can explain 45.4% of the change of the intention to stay;fourth,preschool teachers’ sense of effort-reward imbalance can be used to predict the intention to stay,and the prediction is more obvious with a higher perceived organizational support.In fact,as a kind of work-stress model,the effort-reward imbalance(including overcommitment)is not the only factor that affects preschool teachers’ willingness to stay.Demographic variables,kindergarten spatial characteristics and the perceived organizational support are also important influencing factors.Moreover,the effort-reward imbalance mainly affects preschool teachers’ willingness to stay by changing their perceived organizational support.According to the social exchange theory and organizational personification,the effort-reward imbalance not only reflects the resource exchange between teachers and kindergartens,but also reflects the level of organizational support and social status of preschool teachers.From the perspective of Job embeddedness,the inherent interpersonal connections,such as organizational support,will also affect the decision-making of whether preschool teachers leave.Therefore,it is necessary to analyze and consider the relationship between kindergarten teachers and kindergarten systematically,based on the interests of individual kindergarten teachers,kindergartens and education authorities.On the basis of previous studies,this paper introduces the variable of organizational support into the effort-reward imbalance model,and explores the interaction mechanism between preschool teachers’ perceived organizational support and willingness to stay,so as to enrich the theory of effort-reward imbalance and provide reference for improving preschool teachers’ willingness to stay. |
