Occupational Well-being And Turnover Intention In The Kindergarten Teachers

The reform of preschool education emphasized the improvement of kindergarten teachers’ professional quality and attached great importance to the acquisition of kindergarten teachers’ well-being.Due to the weak foundation of preschool education in China and the pressure on kindergarten teachers due to their professional particularity,there was still a certain degree of turnover intention.Many studies showed that occupational well-being and psychological resilience were important factors that affect kindergarten teachers’ turnover intention.Among them,psychological resilience,as a positive psychological quality,can mobilize internal and external resources of individuals and promote their positive adaptation and good development in adversity.At present,research on the relationship between teachers’ occupational well-being and turnover intention was mostly focused on teachers in private universities and primary and secondary schools.It was rare to explore the relationship between kindergarten teachers’ occupational well-being and turnover intention and whether kindergarten teachers with different levels of psychological resilience had different role models in the relationship.Therefore,this study attempted to explore the relationship between kindergarten teachers’ occupational well-being and turnover intention,and the regulatory role of psychological resilience in the relationship from the perspective of positive psychology.This study mainly included two parts.The first was to analyze the reliability and validity of the questionnaire on kindergarten teachers’ occupational well-being,psychological resilience,and turnover intention,using 1160 kindergarten teachers in Hangzhou as a sample.The second was to take 1115 kindergarten teachers in Hangzhou as a sample to analyze the current situation of kindergarten teachers’ occupational well-being,psychological resilience,and turnover intention,the relationship between occupational well-being and turnover intention,and the regulatory role of psychological resilience in the relationship between the two under the control of family socio-economic status variables.The results showed that:Firstly,the α coefficient and combination reliability were above 0.90,the validity,the CFI,and TLI were more significant than 0.90,the SRMR and RMSEA were less than 0.08,and the questionnaire had good reliability and validity.Secondly,the overall level of kindergarten teachers’ occupational well-being was high,the overall level of turnover intention was low,and their psychological resilience was above the middle level.Thirdly,the occupational well-being of kindergarten teachers was different in educational background,establishment,marital status,and nature of kindergarten;the turnover intention was different in teaching age,educational background,major,establishment,marital status,and nature of kindergarten;psychological resilience was different in the professional title and nature of kindergarten.Fourthly,a significant negative correlation existed between kindergarten teachers’ occupational well-being and turnover intention.Fifthly,under the control of family socio-economic status variables,psychological resilience played a regulatory role between kindergarten teachers’ occupational well-being and turnover intention.Based on this,we can focus on the following seven aspects to improve the occupational well-being of kindergarten teachers and reduce their turnover intention: the first was to build a higher level growth platform for highly educated teachers,the second was to gradually improve the sense of belonging of unmarried teachers to kindergartens,the third was to pay attention to the professional title promotion and workload of tenure teachers,the fourth was to effectively improve the occupational well-being of public kindergarten teachers,the fifth was to improve the professional identity level of preschool education teachers,the six was to help new teachers adapt to kindergarten work as soon as possible,and the seventh was to improve the psychological resilience of kindergarten teacher.