A Study On The Relationship Between Preschool Teachers' Occupational Well-being And Principal's Leadership

Occupational happiness of preschool teachers is a continuous positive experience gained by preschool teachers when they feel their own needs are satisfied in daily nursery care and education activities.It is also an important indicator to measure the quality of work and life of teachers,promote their professional development and improve the quality of education.Attaching importance to the occupational happiness of preschool teachers is conducive to improving the quality of their work and life as well as the healthy growth of children.Preschool teachers' professional happiness feel demographic factors,internal factors and external environmental factors,farm management is one of the external environment factors,this article explores the preschool teachers' professional happiness and director leadership relations,and in order to ascend from the Angle of the principal leadership preschool teachers' professional happiness,put forward the corresponding suggestion,in order to improve the principal leadership,so as to strengthen the preschool teachers' professional happiness.This study investigated the leadership of 39 kindergartens and 265 kindergarten teachers'occupational well-being by means of tests and interviews.Spss23.0 software was used to carry out descriptive statistics,independent sample t-test,one-way ANOVA,correlation analysis,one-way and multiple stepwise regression analysis.1.The total occupational happiness of preschool teachers is 2.64,which is 2 points higher than the theoretical median.There are differences in different dimensions.The four sub-dimensions of preschool teachers' professional happiness from high to low are psychological happiness(2.78)>social happiness(2.68)>emotional happiness(2.60)>cognitive happiness(2.51).2.Through the comparison of occupational happiness of different types of preschool teachers,it is found that there are significant differences in education background(F=8.33,P<0.01),duty(F=5.109,P<0.01),seniority(F=6.79,P<0.01),monthly salary income(F=12.21,P<0.001),and kindergarten level(F=6.16,P<0.001),but there are no significant differences in teacher age and marital status3.Director leadership are always divided into 4.46,is greater than the theoretical value of 3 points,there are differences between the four dimensions,according to the score from high to low is:interpersonal leadership(4.53)>structure leadership(4.47)>education leadership(4.45)>value leadership(4.42).On the eight factors,the highest score is communication and coordination ability and the internal management to optimize force,the lowest score is development planning ability.4.Through the correlation analysis of preschool teachers' professional happiness and the kindergarten leader's leadership level,it is found that there is a significant positive correlation between preschool teachers' professional happiness and the general level of kindergarten leader's leadership(P<0.01).Through the regression analysis,it is further explored that the kindergarten leader's leadership can explain the 11:9%variation of preschool teachers' professional happiness.Conclusion:1.This study shows that the overall occupational happiness of preschool teachers in xi'an is above the average level.Among the four dimensions,psychological happiness is the highest and cognitive happiness is the lowest.2.The education background,duty,seniority,monthly salary and kindergarten level of preschool teachers are the main factors affecting their occupational happiness.3.The overall leadership of xi 'an principal is in the middle and upper level,among which the interpersonal leadership is the highest and the value leadership is the lowest.4.The higher the leader's leadership level,the higher the professional happiness of preschool teachers.According to the research results,the author believes that the leadership of principals can be improved from four aspects,so as to enhance teachers' professional happiness:1.Create a kindergarten culture of respect,care,trust and cooperation.2.Create harmonious interpersonal relationship between the institute and the park.3.Improve professional quality and lead teachers to grow.4.Coordinate the external resources of the kindergarten.