Research On The Relationship Between Career Success Of Preschool Teachers And Social Support And Self-efficacy

Career success refers to the positive psychological feelings and job-related achievements accumulated and obtained gradually in the work experience.As a brilliant and great career,the realization of the career success of preschool teacher is not only an important indicator to measure individual ability,but also of great significance to the development of preschool education.The social cognitive career theory is that we must stand in the system,a dynamic perspective on career development,in addition to the individual's self-efficacy and outcome expectations,career development will be significantly affected by the current social environment,at the same time,teachers' professional development is not the result of the single factor effect,but a need to coordinate social,family and individual factors such as career,especially in the early childhood teachers.Existing studies at home and abroad have shown that when teachers believe they are competent for the job and can get support from various aspects,they will develop a lasting interest in the job and make clear their personal goals,which will increase the time invested in the job,so as to achieve good job performance and career success.Therefore,questionnaires and interviews were used in this study to investigate the relationship between social support,self-efficacy and career success of preschool teachers,and to deeply analyze the possible role of self-efficacy in social support and career success.Selection of jinan in shandong province,heze,jining,weifang,Qingdao,dongying city,the urban and rural kindergarten's 535 a line of preschool teachers as the research object,analyzes the social support,self-efficacy and the relationship between preschool teachers' professional success,and compare the three variables in demographic differences,the following conclusions:(1)the establishment,classes taught and educational background have significant influence on the career success of preschool teachers.Preschool teachers with establishment have better career success and preschool teachers in small classes have higher sense of careersuccess.The higher educational background,the better career success.There is no significant difference between urban and rural preschool teachers in career success,and there is no significant difference between married and unmarried teachers in career success.(2)the overall development level of social support,subjective support score the highest,lowest scoring to support the use of degree,marital status,and location of kindergarten has significant effects of social support,subjective support significant differences in the aspect of teaching age,professional,objective support significant differences in the aspect of school age,educational background,to support the use of degrees in teaching classes exist significant differences.(3)establishment has a significant impact on the sense of self-efficacy.Preschool teachers with establishment have a higher sense of self-efficacy than preschool teachers without establishment.Age,teaching age,classes taught,education background and major have no significant impact on the sense of self-efficacy.(4)the three dimensions of social support and self-efficacy are positively correlated with the career success of preschool teachers.The results of further regression analysis show that subjective support,supportive utilization and self-efficacy can significantly positively predict the career success of preschool teachers.(5)self-efficacy plays a partial mediating role between subjective support and career success of preschool teachers,and the mediating effect accounts for 26.83% of the total effect.Self-efficacy plays a partial mediating role between support utilization and career success of preschool teachers,and the mediating effect accounts for 26.47% of the total effect.