A Research On The Status Quo Of Professional Well-being Of Non-edited Preschool Teachers In Public Kindergartens

As a member of education,preschool teachers should be able to obtain personal sense of achievement and professional happiness of a career.Public kindergarten not at preschool teachers is an important part of preschool teachers’ team,their professional happiness,is not only beneficial to their career improvement of living quality,promote the harmonious development of children’s physical and mental health,and for stable public kindergarten teachers’ team and improve the quality of teaching,to enhance the overall style of the preschool education career and development has the vital significance.This study on preschool teachers’ professional happiness to comb,based on the analysis of the existing literature,in maslow’s hierarchy of needs theory,theory of social stratification and occupational happiness three theory as the instruction,has established the public kindergarten not enrolled in the study of preschool teachers’ professional happiness of five dimensions: physical and mental health,cognitive,emotional,vocational and social dimension,of using the self-made "public garden not at preschool teachers’ professional happiness survey questionnaire to survey tools,in the form of questionnaire investigation and interview investigation about the present situation of its professional happiness.Firstly,265 non-enrolled preschool teachers in public kindergartens in the main urban area of Chongqing were selected as the research objects.The survey was carried out from five dimensions of physical and mental health,cognition,emotion,occupation and society.Then,descriptive statistics and one-way analysis of variance summarize and sort out the data obtained from the survey.The results show that: 1.The overall professional well-being of non working kindergarten teachers in the main urban area of Chongqing is in the middle and slightly higher level,and the situation of professional well-being is not optimistic;2.The scores of non kindergarten teachers in public kindergartens are higher in cognitive,emotional and social dimensions,and lower in physical and mental health and occupation dimensions;3.There are differences in demographic variables such as age,education background,gender and teaching years of non working kindergarten teachers in public kindergartens.Through the discussion and analysis of the survey results,the influencing factors of the professional well-being of non kindergarten teachers in public kindergartens can be divided into internal factors and external factors.The internal factors include: low sense of self-worth,improper education concept and lack of professional quality;The external factors include: low wages,heavy tasks,unstable work,and the management system is not humanized.Finally,the researchers put forward suggestions to improve the professional well-being of non-career preschool teachers in public kindergartens.It mainly includes four aspects,namely: the ability of non-in-service preschool teachers to improve their sense of self-worth and happiness;Public kindergartens improve the management system,highlighting the humanization;The government departments take many measures to guarantee the professional happiness of non-enrolled preschool teachers;Create an atmosphere of respecting teachers and valuing education in society.