Study On The Professional Well-being Of Township And Village Preschool Teachers And The Influencing Factors

Teachers undertake the responsibility of teaching and educating people,they are the disseminator of knowledge civilization and the backbone of promoting the development of students and improving the quality of education.Whether teachers are happy at work not only affects the improvement of education quality,but also affects the development of children.Therefore,the study of teachers’ professional well-being is particularly important.In the existing studies,most of the primary and secondary school teachers as the research object,less studies on preschool teachers,township and village preschool teachers are very few,the proposed suggestions are not targeted.To understand the status of the professional well-being of township and village preschool teachers,this study in the existing literature,the professional well-being of township and village preschool teachers is divided into four dimensions,namely,cognitive well-being,subjective well-being,health well-being and social well-being,refer to the self-compiled questionnaire,research object,literature,questionnaire and interview as the main method,studying the professional well-being of township and village preschool teachers and influencing factors.And putting forward the corresponding suggestions,and increasing the public’s humanistic attention to the township and village preschool teachers,helping them to improve their professional well-being,and promoting the quality of early childhood education in township and village.The realization of this study will help to make up for the gap in the township and village preschool teachers and arouse the attention of township and village preschool teachers from all walks of life.The following are the main conclusions of this study:First on the whole,the status quo of professional well-being of township and village preschool teachers is in the upper state,and most teachers can get professional well-being.Among them,the township and village preschool teachers have the highest social well-being and cognitive well-being,health well-being is the third,the subjective well-being is far lower than the average,among which the lowest is the salary satisfaction.Second,from the perspective of demographics,there is a significant correlation between the professional well-being of township and village preschool teachers and teachers’ education,age,teaching age,marital status,annual income and the kindergarten.Third,the professional well-being of township and village preschool teachers is divided into positive factors and negative factors.Positive factors: teachers ’career needs and life needs;children’s growth and progress;firm ideals and beliefs,moderate career expectations,stable working area satisfaction,stable work nature,reasonable workload,clear childcare tasks,friendly relations and humanized leadership organization.Negative factors: young children serious behavior problems;low social status,high social requirements;difficult home contact;low salary;less occupational security;heavy workload;incomplete staffing;and unclear tasks.Fourth,the education suggestions to improve the professional well-being of township and village preschool teachers involve many aspects: first,enhancing the professional quality of professional balance;second,practicabling the policy supportion,persisting in treatment guarantee;again,mobilizing social forces,actively promoting the township preschool education;finally,strengthening the kindergarten management ability,encouraging and guiding the development of teachers.