The Effect Of Professional Stress On Psychological Resilience In Preschool Teachers: A Mediated Regulatory Model

Psychological resilience is a hot topic in psychological research in recent years.There are many factors that affect psychological resilience,and scholars believe that the factors affecting psychological resilience are divided into external factors and internal factors.Internal influencing factors include the gender,age,intellectual level,and social skills of individuals with genetic and personality traits,as well as the level of cognitive-emotional processing and self-evaluation ability that leads to it.External influences include risk factors in the environment and protective factors.At present,the theoretical study of psychological resilience has achieved fruitful results.Protective factors are the main points of psychological resilience research,and intervention research on psychological resilience protective measures is an important direction of this topic.The definition of psychological resilience is not yet unified,but three elements are identified operationally: adversity and negative events;Psychologically good developmental results;Dynamic interaction of risk factors and protective factors.Psychological resilience is insufficient to study the teacher group,and even less for the preschool teacher group,and there are very few psychological resilience in the preschool teacher group.In the Internet age,preschool teachers have a lot of negative effects due to emotional control.The outbreak of the new crown epidemic in recent years has caused great pressure on the economy,work,life and survival safety of preschool teachers,and their mental health level has been severely challenged.As an important indicator of the psychological resilience of mental health level,the current situation of preschool teachers’ psychological resilience and how to effectively protect their psychological resilience are the contents of this paper.This study is divided into two parts.In Study 1,a layer random survey was conducted on 1223 teachers in Haizhu District,Guangzhou,and the effects of external risk factors on psychological resilience were investigated by selecting external risk factors for occupational stress,internal personal risk factors negative emotions,and external protective factors for social support.The conclusions are as follows:(1)There are significant differences in the professional pressure,social support,negative emotions,and psychological resilience of preschool teachers in terms of teaching age,age,academic qualifications,income level,job title,division of duties,kindergarten size,nature of kindergarten,class led,social status perception,and re-career choice;(2)Occupational stress was significantly negatively correlated with psychological resilience and social support,and significantly positively correlated with negative emotions;Negative emotions are significantly and negatively correlated with psychological resilience and social support;There is a significant positive correlation between social support and psychological resilience;(3)Negative emotions have a significant mediating effect between occupational stress and psychological resilience;(4)Social support plays a regulatory role in the first half of the intermediary path of "occupational pressure→negative emotions→psychoelastic behavior",that is,occupational stress,negative emotions,social support and psychological resilience together constitute an intermediary regulatory model.On the basis of study 1,an experimental intervention was conducted on 55 preschool teachers with low levels of psychological resilience in four kindergartens.The experiments were divided into one control group and three experimental groups.The experimental group was conducted in group counseling to improve relationship and business skills,improve emotional cognitive ability,and joint intervention of the two.Intervention research conclusions: Group interventions to reduce professional stress among preschool teachers effectively improved their psychological resilience.This paper proposes to maintain the psychological resilience of early childhood teachers: Pay attention to the cultivation of positive emotions in preschool teachers to reduce the retention and superposition of negative emotions;Refine tasks,simplify management,and reduce the professional pressure of early childhood teachers;Multi-faceted cooperation to increase social support for early childhood teachers;Improve the recognition of the profession of preschool teachers and promote the cultivation of professional loyalty;Improve the professional level of preschool teachers and promote the personal growth of them.