Research On The Relationship Between Preschool Teachers’ Psychological Capital And Job Performance

The 19 th National Congress of the Communist Party of China(CPC)put forward a new requirement for education: "Strive to ensure that every child enjoys a fair and quality education".In the stage of preschool education,the key to the quality of kindergarten education lies in the quality of the preschool teachers,which is mainly reflected in the job performance of every preschool teacher,that is,the behaviors that preschool teachers do that are related to the goals of the kindergarten,observable and evaluable,and have positive or negative effects on individual preschool teachers or kindergarten efficiency.The job performance of preschool teachers is of great significance to preschool teachers themselves,preschool children and preschool education.At present,the number of preschool teachers in China is constantly expanding,but the quality is uneven,and the job performance of preschool teachers is unbalanced.Improving current job performance and comprehensively optimizing job performance are the inherent requirements of preschool teachers as professional workers of preschool education.Studies have shown that the psychological capital of preschool teachers is a key protective factor for their job performance,but scholars have different views on whether psychological capital directly or indirectly affects the job performance of preschool teachers.Occupation burnout is a common psychological and behavioral phenomenon among preschool teachers,and it is also an important predictor of preschool teachers’ job performance.By combing existing literature,it is found that the research on the relationship between preschool teachers’ psychological capital,job performance and occupation burnout,as well as the research on the mechanism of preschool teachers’ job performance need to be enriched.Therefore,based on the conservation of resources theory and the job demand-resource model,this research attempts to explore the basic situation and demographic differences of preschool teachers’ job performance,psychological capital and occupation burnout,and test the mediating effect of occupation burnout between preschool teachers’ psychological capital and job performance.This study summarizes the related research of job performance,psychological capital,occupation burnout and the relationship among them.On this basis,research tools were selected and research hypotheses were proposed.Through simple random sampling,486 preschool teachers were selected for a questionnaire survey to analyze the basic situation,demographic differences and relationships of preschool teachers’ job performance,psychological capital,occupation burnout.Through stratified sampling,9 preschool teachers were selected from the questionnaire survey objects for in-depth interviews,and combined with literature method to explain the reasons for the current situation.Finally,based on the research results,interview content and existing literature,Corresponding educational suggestions are put forward.The main conclusions of this study are as follows:1.The reliability and validity of the teacher Job Performance Questionnaire,Psychological Capital Questionnaire(PCQ)and Maslach Burnout Inventory(Educators survey)(MBI-ES)are qualified after revision,which are suitable for the measurement of preschool teachers.2.The job performance of preschool teachers is generally at a high level,but there are still uneven conditions.A small number of preschool teachers have low job performance,especially in the aspect of job dedication;The psychological capital of preschool teachers is generally in the upper middle level,and the distribution is relatively concentrated;The occupation burnout of preschool teachers is generally at a medium to low level,but the distribution is relatively scattered.There are still some preschool teachers who are more serious in occupation burnout,especially in terms of diminished personal accomplishment.3.There are significant differences in the job performance of preschool teachers in terms of teaching experience,professional title and academic qualification,but no significant differences in the location and nature of kindergarten;There are significant differences in preschool teachers’ psychological capital in terms of teaching experience and academic qualification,but no significant differences in the location and nature of kindergarten;There are significant differences in preschool teachers’ occupation burnout in terms of teaching experience,specialty and nature of kindergarten,but no significant differences in the location of kindergarten.4.Preschool teachers’ psychological capital,occupation burnout and job performance are significantly correlated,and the psychological capital of preschool teachers can significantly predict their job performance(positive)and occupation burnout(negative),and the occupation burnout of preschool teachers can significantly negatively predict their job performance.5.Occupation burnout partly mediates the relationship between preschool teachers’ psychological capital and job performance,that is,preschool teachers’ psychological capital not only directly affects their job performance,but also indirectly affects their job performance by alleviating occupation burnout.