The Relationship Between Hoped For Possible Selves And Work Commitment For Migrant Childrenthe

The possible self has an important motive function,which can predict and stimulate people's actions,and provide direction and motivation for individual behavior change and development(ruvolo,1992).The hoped for possible selves and the expectation self in the possible self belong to the positive possible self.This study will not distinguish the difference between the expectation self and the hoped for possible selves,treat them as the hoped for possible selves,and treat the hoped for possible selves of kindergarten teachers as an independent variable,at the same time,as an important other in children's growth stage,Kindergarten teachers' investment in their own work will directly affect their professional cognition,emotion,attitude and education behavior,individual's quality of life and professional growth,the most important thing is children's physical and mental health development.Throughout previous studies,teaching efficacy is significant for work input.Therefore,this study takes Kindergarten teachers as the research object,and explores the influence of hoped for possible selves and teaching efficacy on work engagement.This study is divided into two parts:The first study is to revise the kindergarten teachers' hoped for possible selves questionnaire,taking the kindergarten teachers defined in the research as the research object,based on certain theory and framework,and referring to the middle school teachers' hope self questionnaire by Tang Xulin,revise the questionnaire which is suitable for kindergarten teachers' hoped for possible selves questionnaire,and form a standardized questionnaire with good reliability and validity through the standard preparation process.The second study is to use the revised kindergarten teachers' hoped for possible selves questionnaire,the teaching efficacy questionnaire with good reliability,and the kindergarten teachers' work commitment questionnaire to analyze the current situation of kindergarten teachers and children at first,that is,the basic situation of kindergarten teachers' hoped for possible selves,teaching efficacy and work commitment,and further analyze the impact of demographic variables on the three;finally,the relationship study,to explore the relationship between the three The relationship and mechanism of action.Results:(1)There are 22 items in the questionnaire,including four dimensions: ability self,interest self,salary and welfare self,object growth self.With good reliability and validity,it can be used as a measurement tool to study the kindergarten teachers 'hoped for possible selves.(2)There are no significant differences in gender,pre-school education,but significant differences in education background age,teaching age,monthly income,kindergarten type,current classes and labor relationship types.(3)There are no significant differences in gender,whether preschool education major,kindergarten type,current class and education background,but significant differences in age,teaching age,professional title,monthly income and labor relationship types.(4)There are no significant differences in gender,preschool education and education background,but significant differences in age,teaching age,monthly income,professional title,kindergarten type,current teaching class and labor relationship type.(5)There is a significant positive correlation between hope self and teaching efficacy;there is a significant positive correlation between all dimensions of hope self(ability self,salary self,interest self and object growth self)and all dimensions of teaching efficacy(general efficacy and personal efficacy),and there is a significant positive correlation between hope self and work input,except hope self and work value Besides,there is no significant correlation between work value and work responsibility,there is a significant positive correlation between all dimensions of hope self(ability self,salary self,interest self and object growth self)and work input(work pleasure,work value,work responsibility,work focus).(6)Teaching efficacy plays a part of intermediary role between hope self and work input.The following conclusions were drawn from the above findings:The preschool teachers in this study hope self-questionnaire,reliability and validity meet the criteria,a total of 22 items,4 dimensions,suitable for the study of preschool teachers hope self.The higher the age,teaching age and monthly income,the higher the professional potential of preschool teachers;the higher the competition pressure,the more the public kindergarten teachers have higher professional expectations than other types of preschoolteachers;the more the types of children in the classes,the higher the requirements of the for their own ability;the more stable the work,the more detailed,the higher the requirements of the ability.The older the age of teaching,the higher the level of professional title,income,the more stable the work,the higher the teaching efficacy of preschool teachers.The older the age of teaching,the higher the level of professional title,income,the higher the age of young children and the complexity of the type,the greater the degree of work investment of preschool teachers.Preschool teachers hope that self and teaching efficacy can significantly positively predict the work input of preschool teachers,and preschool teachers hope that self can directly affect the work input of preschool teachers,but also indirectly through the teaching efficacy.