An Analysis On Mobility Willingness And The Influencing Factors Of Teachers Who Work In Shanghai’s Kindergarten

With the further advancement of the deepening reform of preschool education,the construction of kindergarten teachers has become an important task for the development of preschool education.Building a team of teachers with good professional quality and ability,reasonable structure and relative stability is the fundamental plan for education reform and development.However,under the process of urbanization,the dual challenges of survival and work pressure and other various factors have made the mobility willingness of urban kindergarten teachers to continuously increase,which seriously affects the stability of the construction of kindergarten teachers.In order to estimate the current situation,to explore influencing factors of urban kindergarten teachers’ mobility willingness and to put forward some supportive suggestions that can help teachers stay on the job and obtain professional well-being.this study is based on ERG theory and perceived organizational support theory,using questionnaires and interviews to conduct surveys in Shanghai.The current situation and influencing factors of 367 kindergarten teachers’ mobility willingness were investigated.Through one-way ANOVA analysis,potential profile analysis,multiple regression analysis,mediation effect analysis,and the interviews with 7 kindergarten principals and 7 teachers,the results show that: In general,the current mobility willingness of kindergarten teachers in Shanghai is relatively low,but there are significant differences in demographic factors such as the nature of the kindergarten,teachers’ education,major,experience,age,working hours,gender,marriage and number of child;Job satisfaction,professional identity and perceived organizational support all have a significant negative impact on kindergarten teachers’ mobility willingness and job satisfaction plays a partial mediating role in the influence of professional identity and perceived organizational support on mobility willingness.In addition to job satisfaction,professional identity,and perceived organizational support,the lack of protection of kindergarten teachers’ basic rights and interests by laws and policies,the low social evaluation and differences in the degree of matching between teachers and their organizations will also lead to the mobility willingness.In order to guide the rational and orderly mobility willingness of kindergarten teachers,ensure the stability and quality of the construction of kindergarten teachers and provide more professional support for kindergarten teachers,this study puts forward the following suggestions: Firstly,at the macro level,the government needs to increase financial support for improving the salaries of kindergarten teachers,build a unified training system and reduce the extra work;Secondly,at the meso level,social media needs to be positively guided to create a social atmosphere of respecting teachers and education;colleges and universities need to enhance their professional identity of preschool education students;all types of kindergartens need to be People-oriented,provide more help and support for the survival and professional development of kindergarten teachers and improve the happiness of kindergarten teachers;Lastly,at the micro level,kindergarten teachers themselves must accurately locate their own professional needs,make the right choices,enhance their professional beliefs,sense of responsibility,professional qualities and professional abilities.