Research On The Status Quo And Influencing Factors Of Rural Kindergarten Teachers’ Job Satisfaction

Rural teachers are the followers,expectations,and evaluators of students in the vast rural areas,and they are the most important educational resources that rural students can obtain.In the process of promoting the fairness of the starting point,process,and result of rural education,rural teachers are in a vital position.In recent years,the importance of rural education has gradually become more prominent,and scholars at home and abroad have conducted in-depth research on rural education and rural teachers.Rural preschool education affects the development of rural basic education,plays a key role in rural education culture,and plays a key role in the smooth implementation of nine-year compulsory education in rural areas.At present,kindergarten teachers in rural areas are highly mobile.The level of job satisfaction of kindergarten teachers will not only affect the physical and mental health of teachers,but also affect the growth of children,the quality of kindergarten management,and the stability of the rural kindergarten teacher team.This study takes the preschool teacher job satisfaction questionnaires in 34 counties in 18 provinces as the starting point.Through descriptive statistics,difference analysis and the construction of a multi-layer linear model,analysising the current situation and influencing factors of preschool teacher job satisfaction in the county.The research results are as follows:(1)The overall average satisfaction rate of preschool teachers in the county is 3.28,which is between general and relatively satisfied.The average satisfaction of preschool teachers in county towns is 3.16 points,and that the average satisfaction score of teachers in kindergartens in towns and villages other than the county is 3.34 points.Generally speaking,most teachers are generally or quite satisfied with their current work status.(2)Among the variables of personal background level,age,teaching age,education background,major,salary,job title,attributes of graduated institution,and physical health of teachers have a significant impact on teacher job satisfaction.Gender and teacher status have no significant impact on satisfaction;teacher level variables Whether the teachers in the middle school participate in training,whether they have part-time positions,parent support,work pressure and workload dimensions,work pressure students’ misbehavior dimensions,teaching efficacy,student participation dimensions,teaching efficacy,teaching strategies,low personal accomplishment,social comparison,The sense of dedication and reward has a significant impact on the job satisfaction of preschool teachers;different regions,kindergarten teachers have significant differences in job satisfaction,and organizational climate variables have a significant impact on teachers’ job satisfaction.Among them,the dimensions of teacher-student cooperation and teaching resources The dimension of organizational justice has a significant impact on teacher satisfaction.(3)There is an interaction between the teaching innovation dimension of teaching efficacy and the dimension of organizational atmosphere teaching resources,and the pay-return satisfaction has an interaction with the dimension of organizational atmosphere teacher-student cooperation.(4)Teachers’ subjective feelings have a higher impact on preschool teachers’ job satisfaction.As far as the kindergarten is concerned,the influence of teacher-level predictive variables is higher than that of personal background variables.Outside the kindergarten,school-level organizational climate variables have a significant impact on preschool teachers’ job satisfaction.According to the research conclusions,the following countermeasures and suggestions based on sociology and psychology related theories are put forward:mainly include improving the personal sense of accomplishment of preschool teachers,fulfilling the rigid needs of rural preschool teachers,paying attention to the school organization atmosphere,building a benign organizational culture,and promoting the professional development of preschool teachers.