Research On The Relationship Between Rural Kindergarten Teachers’ Boundary Flexibility And Work-Family Balance

This research is based on the work-family boundary theory and Manenvironment matching theory,with a questionnaire survey method as the main research method and interview method as a supplementary research method.By exploring the impact of rural kindergarten teachers’ boundary flexibility on the work-family balance and the internal mechanism,it is proposed to promote their educational recommendations for work-family balance.The research results show that:(1)The overall work-family balance of rural kindergarten teachers is at a lower-middle level,in which the WFF is higher than WFC;the boundary flexibility of rural kindergarten teachers is also at the lower-middle level,where the family boundary is flexible higher than work boundary flexibility;rural kindergarten teacher boundary maintainers are at a relatively high level,and family support is higher than organizational support.(2)Rural kindergarten teachers still have significant differences in workfamily balance,border flexibility,and border maintainers in age,education,position,nature of kindergarten,length of work,marriage and childbirth.(3)In the field of family,rural kindergarten teachers’ FWC under the matched category are significantly lower than those of the unmatched type;rural kindergarten teachers’ FWC under the matched category are significantly higher than those of the unmatched type;In the field of work,the WFC of rural kindergarten teachers under the matched category is slightly higher than that of the unmatched category.(4)Family flexibility is positively correlated with FWF;family flexibility is not significantly related to FWC;work flexibility is positively related to WFC;work flexibility is not significantly related to WFF.(5)Work flexibility ability plays a moderating role between work flexibility willingness and WFC;work flexibility ability plays a moderating role between work flexibility willingness and WFF is not established;family flexibility capacity is between family flexibility willingness and family flexibility.It is established that FWC plays a moderating role;family flexibility ability plays a moderating role between family flexibility willingness and WFF is not established.(6)The organization supports the work flexibility willingness of rural kindergarten teachers to play an intermediary role with WFC/WFF;family support plays an intermediary role between the rural kindergarten teachers’ family flexibility willingness and FWC/FWF.Therefore,according to the theory of human-environment matching,a support system aiming at "high-quality work-family balance" is constructed.The system mainly includes organizational level,family level and personal level,with special attention to the differences in values,attitudes and expectations held by individual teachers towards work and family,in order to construct a corresponding support system.