The Relationship Between Preschool Teachers’ Social Support And Work Input: The Mediating Role Of Psychological Capital

Since 2010,under the background of a series of policies,such as the Outline of National Medium and Long Term Education Reform and Development Planning(2010-2020),Several Opinions of the State Council on the Current Development of Preschool Education(2010)and Opinions on Deepening the Reform of Teachers’ Team Construction in the New Era(2018),the expectations of the state and the society for preschool teachers have become higher and higher,and preschool teachers are facing There are new opportunities for development,but at the same time,there are also some new pressures and challenges.Preschool teachers’ profession itself is full of various kinds of work pressure.Super high-intensity work pressure will have adverse effects on preschool teachers’ physical,mental and professional behavior,and eventually lead to job burnout.From the perspective of positive psychology,this study studies the work engagement of kindergarten teachers.Some studies have shown that the individual’s social support has a positive effect on improving their own work engagement,but at present,there are few studies on the relationship between social support and work engagement of kindergarten teachers.In order to understand the mechanism of preschool teachers’ social support affecting their work engagement more comprehensively,this study takes preschool teachers in Shaanxi Province as an example,and on the basis of discussing the relationship between preschool teachers’ social support and work engagement,introduces the variable of preschool teachers’psychological capital,and explores the mediating role of preschool teachers’psychological capital in the relationship between preschool teachers’ social support and work engagement.。Based on Xiao Shui-shui’s Social Support Scale,Schaufeli’s Work Involvement Scale and Ke Jianglin’s Local Psychological Capital Scale,this study revised them slightly to make "Social Support Scale for Preschool Teachers","Work Involvement Scale for Preschool Teachers" and "Psychological Capital Scale for Preschool Teachers",which were used to measure 3 types of areas with different levels of economic development in Shaanxi Province.2 790 kindergarten teachers from cities,9 counties and 27 townships were surveyed by questionnaire,and some teachers who participated in the questionnaire were interviewed.The main conclusions of this study are as follows:1.The social support,work input and psychological capital of preschool teachers are on the upper middle level,but there are still some preschool teachers whose social support,work input and psychological capital are below the average level.2.There are significant differences in social support,work input and psychological capital among children of different gender,marital status,nature of kindergarten,kindergarten level and teaching age.In terms of gender,marital status and the nature of kindergartens,kindergarten teachers’ social support,work input,psychological capital and level show the characteristics that women are significantly higher than men,married is significantly higher than unmarried,public kindergartens are significantly higher than private kindergartens;at kindergarten level,kindergarten teachers’ social support,work input and psychological capital level in cities are significantly higher than that in counties and counties.With the increase of teaching age,preschool teachers’social support,psychological capital and work input level show an inverted U-shaped trend.The lowest preschool teachers with teaching age of 5 years or less are preschool teachers,and the highest preschool teachers with teaching age of 11-15 years are preschool teachers.3.There are significant correlations between preschool teachers’ social support and work input,psychological capital and work input,social support and psychological capital.4.Psychological capital of preschool teachers has a significant mediating effect between social support and work engagement.Among them,transactional psychological capital plays a part of intermediary role between subjective support and job involvement,and the intermediary effect is significant.It plays a complete intermediary role between the utilization of support and job involvement.Interpersonal psychological capital plays a part of intermediary role between subjective support and work involvement,and between the utilization of support and work involvement,and the intermediary effect is significant.On the basis of the research conclusion,this study puts forward the following educational suggestions from three levels of kindergarten teachers themselves,kindergarten management and society:(1)kindergarten teachers themselves:first,to objectively understand and evaluate their own social support issues,to construct a positive attitude and reasonable concept;second,to constantly update their educational ideas and enhance their professional knowledge and ability.(2)kindergarten management level:first,create a good organizational environment to improve the level of psychological capital of kindergarten teachers;second,rationally accept the suggestions of kindergarten teachers and actively mobilize the enthusiasm of kindergarten teachers.(3)At the social level,the first is to guide the public to pay more attention to early childhood education,understand and respect the work of early childhood teachers,and the second is to increase financial investment in early childhood education and improve the remuneration and treatment of early childhood teachers.