The Effect Of Preschool Teachers’ Beliefs On Occupational Gain

Occupational gain plays an extremely important role in the occupational development of preschool teachers.Improving the teachers’ occupational gain is a topic that cannot be ignored in the current preschool education reform.However,as a population of teachers with high levels of emotional labor,the depletion of emotional labor of preschool teachers seriously affects the enhancement of their occupational gain.Based on the theory of emotional cognition and the theory of hierarchy of needs,this paper explores a path to optimize emotional labor and improve the sense of occupational gain of teachers from the internal and external levels.On the one hand,it explores the mechanism of emotional labor between teachers’ belief and occupational gain;on the other hand,it focuses on whether social support can mediate the relationship between teachers’ belief,emotional labor and sense of occupational gain,so as to establish a moderated mediation model.This study selected 818 preschool teachers mainly in Shandong and Shanxi province.The study adopted the preschool teachers’ belief scale,emotional labor scale,occupational gain scale and social support scale to explore the impact of teachers’ belief on occupational gain.The research results are as follows:(1)There are significantly different levels of preschool teachers’ belief,occupational gain,emotional labor and social support among early preschool teachers in terms of age,marital status,and salary level.(2)Teachers’ belief,occupational gain,deep acting of emotional labor,natural acting and social support were significantly positively correlated;There was a significant negative correlation between surface acting and teachers’ belief,occupational gain and social support.(3)Teachers’ beliefs positively predicted the sense of occupational gain through deep acting and natural acting of emotional labor;Teacher belief negatively predicts occupational gain through the surface acting of emotional labor.(4)Deep acting,surface acting and natural acting in various dimensions of emotional labor play a partial mediating role between teachers’ belief and occupational gain.(5)Social support moderates the effect of teachers’ beliefs on their occupational gain through surface acting,and social support moderates the effect of teachers’ beliefs on their occupational gain through deep acting.The conclusion indicated that: Teachers’ belief can not only affect occupational gain,but also affect occupational gain through emotional labor.Teachers’ belief can improve occupational gain of preschool teachers by affecting deep acting and natural acting,and teachers’ belief can increase occupational gain of preschool teachers by reducing the level of surface acting.Improving the level of social support can enhance the effect of deep acting on sense of occupational gain,and reduce the negative effect of surface acting on sense of occupational gain.