An Empirical Study On Resilience Of Child-care Service Teachers In Haikou City

As an essential part of kindergarten teachers’ fundamental quality, psychologicalquality has the significant influence on teachers themselves and the kids who are inthe critical period. Some studies show that pre-school teachers’ psychologicalproblems are prominent and their mental health level is generally low. Therefore, it’snecessary for us to further and deepen in this horizon. This study is to get thedestination by the way of leading teachers to build up their own psychologicalimmune system, which helps teacher eliminate the psychological problems’ harmfuleffect and reinforce the foundation of their psychological capability. As a kind ofpositive characteristic and ability, resilience has the large power to impulse teacher toget access to that position, then our study will put resilience on the main place beingfocused on. After having the interview and investigation on281pre-schoolteachers,we have got the main results and conclusion as following:1. The level of kindergarten teachers’ resilience condition is medium. Its four keyconstructive factors’ level are in this order(From top to bottom):working motivation，emotional management ability, social support and working ability.2. Most pre-school teachers can suffer the difficulties they have encountered intheir daily lives. Additionally, they have done good jobs on these aspects, possessinghigh social identity, deserving the supports from their friends and having the positiveemotional experience in getting along with children. The advantages above couldhave converted into the protective factors to avoid the danger in teachingcircumstance.3. The working ability of pre-school teachers is not excellent, especially onthe aspects: working-time plan, teaching design, teaching reflection and classroommanagement，etc. Plus, teachers in this team have the low level of professionalcommitment sense and teaching prospects. Being in the emergency, some teachershas the excessive emotional reactions to transit over problems and facing the lost,some teachers exploit the improper ways to find the reasons. Besides above, thereare some deficiency in the kindergarten, such as disharmony among teachers, low income for teachers and the short communication between teachers and parents.Those defects may increase risks towards teachers in unfavorable condition.4. There is no significant difference of pre-school teachers’ resilience ongender, but the obvious differences on the covariates such as working years, educationalbackground, job title, etc. Meanwhile, pre-school teachers coping styles towards children’sbehavioral problems are distinctly associated with their classroom-managementability. At the same time, there is significant correlation between the kindergarten’sways of starting with the teaching research conference and the conditions of thatmeeting.After having summarized the results above, we try to draw these specificconclusions as following:1. The two main causes of teachers’ leaning on promoting working abilitiesare that the pre-school teachers’ professional qualities are indigent and thesupports from inner-organization are few. And then, lacking of working abilitieswould cut down the resources of generating the protective factors when teachersare in trouble.2. The factors such as high teaching pressure reduce the kindergarten teachers’motivation level, which block the development of their resilience.3. Accumulated negative emotion experience may weaken the emotionmanagement capability of teachers. As the result, it would reduce the ability ofthose teachers in dealing with problems.4. The insufficient support from parents of kids may decrease the amount ofprotective factors the pre-school teachers would have received.According to what above, We post some pieces of suggestion to promotepre-school teachers’ resilience as following:1. We should improve kindergarten teachers’ working abilities and enlarge theamount of resources that teachers can get protective factors from.2. We should help teachers to promote the level of their motivation in workingtime and impulse the development of their resilience.3. We should teach pre-school teachers how to charge and control their negative and unhealthy emotion for making them tackle the trouble optimistically when theyare in the helplessness condition.4. We should make out more social support for teachers and strengthen thepositive effect of social support to eliminate and protect teachers from danger.