A Survey On The Current Status Of Kindergarten Teachers' Teaching Mindfulness And Coping Styles Of Work Stres

Work stress coping style is the core variable of this study.Work stress coping style refers to the cognitive and behavioral styles adopted to adjust their own state and alleviate conflict situations in the process of work.A reasonable coping style is an important factor to relieve teachers’ pressure and increase teachers’ professional happiness.It can be seen that positive and reasonable coping styles can positively affect teachers’ professional enthusiasm,help release work pressure,and make teachers more active and enthusiastic at work.Therefore,this paper introduces the second variable "teaching mindfulness".The study found that "mindfulness" training can not only improve the negative emotions of primary school teachers,but also significantly improve their emotional regulation self-efficacy.Although the concept of teaching mindfulness has been put forward,its previous research mainly focuses on primary and secondary school teachers and university teachers.The relevant research in the field of early childhood education is relatively shallow,and the mechanism of stress response has not been explored.Further,in order to improve the level of teachers’ teaching mindfulness and promote teachers to actively adopt positive coping styles,the third and fourth variables are introduced,namely,the variable of influencing factors of teaching mindfulness and the variable of influencing factors of working stress coping styles.This study explores the status quo,relationship and influencing factors of kindergarten teachers’ teaching mindfulness and stress coping styles by combining questionnaire and interview methods,and collects data of kindergarten teachers’ teaching mindfulness,work stress coping styles and their influencing factors through questionnaires,including 504 valid questionnaires,so as to preliminarily understand the status quo of kindergarten teachers’ teaching mindfulness and stress coping styles The relationship and the influencing factors of the two.Secondly,research and develop the "Outline of Kindergarten Teachers’ Teaching Mindfulness Interview" 、 " Outline of Kindergarten Teachers’ Work Stress Response Interview",and have in-depth conversations with 18 front-line kindergarten teachers,which provides the basis for the preparation of the questionnaire,and can also further verify and explore the conclusions of the questionnaire survey,and put forward more feasible suggestions for the research results.The results are as follows:1.In this survey,kindergarten teachers’ teaching mindfulness is at the upper middle level.The overall and two dimensions of teaching mindfulness have significant differences in marital status,age,teaching age and labor relations,but there is no significant difference in gender and kindergarten type.2.Kindergarten teachers tend to adopt positive coping styles when facing work pressure.Their positive coping styles have significant differences in gender,marital status,age,teaching age,educational level,kindergarten location,and labor relations;Negative coping styles have significant differences in gender,marital status,age,teaching age,educational level,kindergarten location,labor relations,and kindergarten type.3.The three influencing factors of kindergarten teachers’ work stress coping style and the two dimensions of work stress coping style show a significant correlation,showing a significant positive correlation with positive coping style,and a significant negative correlation with negative coping style.4.There is a significant positive correlation between the three influencing factors of kindergarten teachers’ teaching mindfulness and the two dimensions of teaching mindfulness.5.The two dimensions of kindergarten teachers’ teaching mindfulness,personal mindfulness,interpersonal mindfulness,and positive coping styles showed significant positive correlation,and negative correlation with negative coping styles.According to the research results,the following educational suggestions are put forward: 1.broaden the scope of knowledge,strengthen psychological construction,and actively deal with work pressure;2.Improve salary and improve employment mechanism;3.Pay attention to the needs of teachers,give corresponding support,and optimize the working and living environment of teachers.