Relationship Research On The Occupational Well-Being And Competency Of Rural Preschool Teachers

The pursuit of happiness is the common goal of human beings.The purpose of education is also to make people happy.It is well known that teachers’ competence is closely related to their professional well-being.Under the background that the rural kindergarten teachers are paid more and more attention and their living conditions attract people’s attention,this paper is devoted to explore the relationship between the competence of rural kindergarten teachers and their professional well-being,it is of great significance to improve the well-being of rural preschool teachers,promote the healthy growth of rural preschool children and improve the quality of rural preschool education.This study will focus on the competence and professional well-being of rural preschool teachers,and analyze the status quo of the two,and focus on the relationship between competence and professional well-being of Rural Preschool teachers.Based on this,this study uses questionnaire survey,interview and Statistical Analysis to study 140 preschool teachers in q county,a national poverty-stricken county,the questionnaire of preschool teachers’ competence and the questionnaire of preschool teachers’ professional well-being were selected as the research tools,and the in-depth interview was used as a supplement to the survey,the purpose of this study is to investigate the current situation of competence and professional well-being of Rural Preschool Teachers,and to analyze the relationship between competence and professional well-being of rural preschool teachers.The results show that: First of all,the overall pattern analysis of the competence of kindergarten teachers in rural areas shows that the overall level of competence of kindergarten teachers in this county is relatively high,the average scores from low to high in each dimension are: Professional accomplishment,personality charm,educational orientation,professional commitment,and the average scores of preschool teachers’ professional accomplishment are lower than the overall level of teachers’ competence,it shows that the competence level of rural preschool teachers is at a low level in professional quality.There are significant differences in the competence of kindergarten teachers in rural areas in terms of teaching years,professional titles,marriage and the first degree.Secondly,in the overall pattern analysis of rural preschool teachers’ professional well-being,the rural preschool teachers’ professional well-being is in the middle to upper level.The developmental level of each dimension is not balanced,and the scores of each dimension are from high to low,in order of which,the psychological well-being,social well-being,emotional well-being,and cognitive well-being of preschool teachers.There were significant differences in the career happiness of rural preschool teachers and the dimensions of career length,age,marriage,first academic degree and first academic degree major among the variables of demographics.Thirdly,through the correlation and regression analysis between rural preschool teachers’ competence and Vocational well-being,we find that there is a significant relationship between the two,the Correlation Coefficient is r 0.595.Preschool teachers’ competence can predict their vocational well-being significantly.Based on the above conclusions,this study considers to improve the competency level of preschool teachers from different dimensions of competency,in order to improve the vocational well-being of rural preschool teachers.We will strengthen the moral education of kindergarten teachers,serve as role models for kindergarten teachers in the New Era;support the professional development of kindergarten teachers and clarify the principal role of kindergarten teachers;ensure the welfare treatment of kindergarten teachers and improve the Evaluation Mechanism for professional titles;and Create Positive Guidance for public opinion,enhancing the social prestige of teachers.