A Study On The Occupational Well-being Of "One Village One Preschool" Teachers In Liangshan Area

At present,the pace of the times is moving towards poverty alleviation and Rural Revitalization.The state attaches great importance to the key role of education in supporting "wisdom" and blocking the "root of poverty".Liangshan is the final battle of poverty alleviation in Sichuan.As a preschool teacher,"one village one preschool" taechers has made great contributions to the cause of poverty alleviation in Liangshan area like tens of millions of poverty alleviation cadres.The quality of preschool education is related to the development of children and social equity.The improvement of preschool education quality is inseparable from the construction of excellent teachers.Therefore,this study focuses on and improves the professional well-being of "one village one preschool" taechers,so that they have reasonable professional expectations and grow into a group of excellent preschool teachers who love their posts,are dedicated and willing to contribute.In this study,550 "one village one preschool" taechers in Liangshan area were distributed with the "one village one preschool" taechers occupational well-being questionnaire "to understand the current level of their occupational well-being.The results show that the taechers participating in this questionnaire are characterized by a large proportion of women,youth,distinct ethnic characteristics,higher vocational /college education and local people.Scores: the overall occupational well-being of "one village one preschool" taechers in Liangshan area is at the upper middle level,but there are great individual differences.In the dimension of interpersonal relationship,the score is the highest,and the dimension of garden management is the lowest.On this basis,this study further analyzes the specific performance of the current situation of occupational well-being in the seven dimensions of the questionnaire.Combined with the results of the questionnaire,the author visited and investigated10 preschool education centers in Liangshan area,and conducted in-depth interviews with 20 "one village one preschool" taechers.Through the analysis,it is found that:（1）there are mainly the following four aspects,which make the taechers have a high level of professional well-being: educational factors,such as strong local emotion,simple professional love,children’s simplicity and innocence,and take care of one’s own children first and then extend the same care to the others’ children;Self growth factors,such as commitment to self dedication in rural education and self achievement in continuous pursuit;Working characteristics,such as a guide for the growth of children in mountain areas and an all-round teacher who takes care of children at the same time;The background of the times,such as the promoter of poverty alleviation and the disseminator of national culture.（2）Although the occupational well-being of "one village one preschool" taechers in Liangshan area is at a medium and upper level,there are still relevant factors restricting the acquisition and improvement of their occupational well-being: for example,the social environment leads to the high load and low attribution of "one village one preschool" taechers;High pay and low return of "one village one preschool" taechers in work;And the actual conditions in preschool education points are inconsistent with the ideal of "one village one preschool" taechers.Survival Relationship Growth（ERG）theory points out that when an individual’s occupation can meet the needs of survival,relationship and growth,an individual will have a positive emotional experience,so as to feel and harvest happiness from work.Based on ERG needs theory,aiming at the current situation and influencing factors of "one village one preschool" taechers’ professional well-being in Liangshan area,this study puts forward the following suggestions:（1）Survival needs: providing multiple incentives and material security;（2）Relationship needs: building a harmonious atmosphere between village and children;（3）Growth needs: to achieve ability improvement and self expectation.