Research On The Influence Of Preschool Organizational Climate On Teachers’ Learning Power

It is an important direction for the development of preschool education to comprehensively improve the quality of preschool teachers and build a team of excellent preschool teachers with noble morality.The overall improvement of teachers’ learning power is an important topic in the process of promoting the professional development of teachers in the new era.Teachers’ learning power is an important power that preschool teachers should have in a learning society.It not only affects preschool teachers’ own professional identity and life planning,but also plays an important role in the development of preschool organizational climate.At the same time,the good organizational climate in preschool can promote preschool teachers’ positive attitudes towards work and teaching concepts,which in turn affects teachers’ learning and development.In addition,the promotion of teachers’ practical knowledge generation and renewal in the process of teachers’ agency is inseparable from the learning resources provided by preschool.Therefore,paying attention to the work demands of preschool teachers learning power and creating a preschool organizational climate with humanistic color is an important way to promote the growth of teachers’ learning power.This study adopts the questionnaire survey method,takes 486 preschool teachers in Shenyang City,Liaoning Province as the research object,and uses the “Preschool Organization Climate Questionnaire”,“Preschool Teachers’ Learning Power Questionnaire” and “Teachers’ Agency Questionnaire” as the main research tools.This research focuses on exploring the influence of preschool organization climate on teachers’ learning power and the mediating role of teachers’ agency in the process of preschool organization climate’s influence on teachers’ learning power.The research results show that:(1)The organizational climate of preschool is at a relatively high level,and the scores of principal support and teacher dedication are relatively high,followed by principal restriction,teacher alienation,teacher closeness,and principal supervision.(2)Teachers’ learning power are at a medium to high level,and the highest learning power of their teachers are learning motivation,learning innovation,learning practice,and learning power.(3)Teachers’ agency is at a medium-to-high level,and the order of the scores of each dimension from high to low is: professional identity,followed by self-adjustment,thirdly,role responsibility and teaching effectiveness,and the lowest score is decision-making participation.There are differences in preschool organizational climate,teachers’ learning power and teachers’ agency in terms of preschool teachers’ age,kindergarten type,education background,enrollment status,professional title,working years and monthly salary.(4)There is a significant correlation between the organizational climate of preschool and their teachers’ agency and learning power of preschool teachers.Teachers’ agency has a mediating effect in the influence of preschool organizational climate on preschool teachers’ learning power.Research suggestions:(1)Create a caring organizational climate to promote the improvement of teachers’ learning power.(2)Formulate normative incentive programs to enhance teachers’ learning motivation.(3)Provide supportive practical help to stimulate teachers’ creativity.(4)Encourage participation in the formulation of rules and regulations to enhance teachers’ professional identity.(5)Set up entry thresholds for teachers’ academic qualifications to help the construction of the teaching staff.