The Relationship Between Professional Stress And Rumination Thinking In Early Childhood Teachers

The causes of professional pressure of preschool teachers are diverse,including social factors,working environment,interpersonal relationship and their own factors.Social support can be called a support system,which is related to the interaction force between the individual and the external environment.Good social support can reduce people’s pressure and help people better integrate into the society.Through relevant research investigation and analysis,it can be found that in the current education and teaching environment,social support can help preschool teachers to relieve pressure and play a mediating role between stress and rumination.This study analyzes preschool teachers in Tongliao City,Inner Mongolia Autonomous Region,analyzed their occupational stress,rumination thinking and social support,and the conclusions are as follows:First of all,there are significant differences in the age groups of preschool teachers,with the highest among 26 teachers to 30 teachers.There are significant differences in the age group of preschool teachers,with preschool teachers aged 41 to 50 are higher than those of other ages;there are significant differences in the teaching age of preschool teachers,which is higher than 15 years.For preschool teachers,the possibility of social support changes.The overall social knowledge level of female preschool teachers is much higher than that of men.When age changes,social support also changes.Preschool teachers aged 31-40 get the most social support;social support has significantly different in the teaching age of preschool teachers,and teachers over 15 years have the highest level of social support;social support has significantly different in the title of preschool teachers,and the social support level of preschool teachers with senior primary school title is higher than that of other preschool teachers.Secondly,through the research data analysis,it can be found that in the current preschool teacher profession,the relationship between rumination thinking and related dimensions is relatively close.But from social support and other dimensions,there may be negative effects.All dimensions of occupational pressure and social support showed significant negative correlation.When teachers’ professional pressure increases,their rumination will also improve,but the comprehensive level of social support will be generally small.Thirdly,considering the data obtained from compliance analysis,teachers face various forms of pressure,in which the difficulty and challenge can significantly positively predict rumination,and also significantly negative prediction of social support;symptom rumination in rumination can significantly positively predict the professional pressure of preschool teachers,and also significantly negatively predict social support;and objective and subjective support in social support can significantly negatively predict professional pressure and rumination of preschool teachers.Finally,from the perspective of mediation effect,social support can play a coordinating role between occupational stress and rumination.When the occupational pressure of preschool teachers is greater,in the case of social support,it will reduce their rumination.According to the above analysis and understanding,and discuss the influence status of social support on the basis of combined data.Through these relevant data,we can clearly understand the current social life environment of preschool teachers.Therefore,using social support to reduce their rumination;occupational stress is objective,by reducing preschool teachers and changing their perception and representation of stress,provide preschool teachers with strategies to regulate emotions under the same stress state.