Research On The Status Quo And Influencing Factors Of Kindergarten Teachers' Organizational Commitment

In order to strengthen the stability of the national kindergarten teacher team and avoid the loss of kindergarten teachers,we should continuously improve the level of organizational commitment of kindergarten teachers,inject continuous impetus into the efficient operation and management of kindergartens,deepen the reform of pre-school education,and promote the high-quality and balanced development of pre-school education.This research uses a quantitative and qualitative research paradigm to explore the status quo and influencing factors of kindergarten teachers' organizational commitment.This research uses the revised "Kindergarten Teachers' Organizational Commitment Questionnaire" as a research tool,selects 630 kindergarten teachers to conduct a questionnaire survey,conducts in-depth interviews with 16 teachers and 2 kindergarten principals,and uses SPSS26.0 to conduct a survey on the status quo of kindergarten teachers' organizational commitments.Analyze,use NVivo12 to conduct a qualitative analysis of the interview data from the bottom up to explore the factors that affect the organizational commitment of kindergarten teachers,and make suggestions for improving the organizational commitment of kindergarten teachers.The research conclusions are as follows:(1)The overall level of kindergarten teachers' organizational commitment is relatively good(M=3.88,SD=0.77),and the scores of each dimension are from high to low: normative commitment(M=3.95,SD=0.75),ideal commitment(M= 3.86,SD=0.84),emotional commitment(M=3.82,SD=0.93).(2)The overall organizational commitment of kindergarten teachers presents extremely significant differences in the kindergarten teachers' marriage,educational background,and level of the kindergarten,significant differences in age,teaching age,and establishment status,and significant differences in income,nature of the kindergarten,age class,and professional title There is no difference in variables.On the dimension of emotional commitment,there are extremely significant differences in the variables of marriage,education,age of teaching,and the level of the kindergarten.There are significant differences in age and establishment;on the dimension of normative commitment,there are significant differences in age,marriage,education,age of teaching,and kindergarten.There are extremely significant differences in grade variables,and there are significant differences in the establishment situation;in the ideal commitment dimension,there are extremely significant differences in the level of the kindergarten,and there are significant differences in the variables of marriage and education.(3)Through qualitative analysis,it is concluded that the influencing factors of kindergarten teachers' organizational commitment include the internalization and accumulation of professional well-being,the leadership and guidance of the principal,the driving and inspiration of the principal's charm,and the infiltration of organizational culture.And the promotion and promotion of infection and social support.