Research On The Professional Pressure Concept Of Kindergarten Teachers

The issue of professional stress of kindergarten teachers is getting increasing attention.Existing studies pay more attention to the negative effects caused by occupational stress,and take key events as important nodes of individual concepts.Key events in teacher occupational stress are of great value to the study of teacher professional stress concept.Based on the perspective of positive psychology,this study takes the key events of kindergarten teachers’ career as the starting point,and explores the concept of professional pressure of kindergarten teachers.The research mainly uses the interview method,the work analysis method and other methods,Five kindergarten teachers were selected as individual cases by objective sampling,To deeply describe the key events used as the main stress source of kindergarten teachers’ career,To explore the important anchor of critical events in the teacher professional stress concept system and as the characteristic elements of positive transformation;Then combined with teachers’ image works rational analysis of holistic description of kindergarten teachers professional stress concept of realistic focus including how teachers view professional stress,professional stress,professional pressure evaluation for the current kindergarten teachers professional situation cultivating kindergarten teachers professional stress positive perspective of the feasibility of the strategy.The paper consists of four major parts:The first part is the introduction,which aims to explain the existing research status and the specific research problems and research design of this study.First of all,the professional pressure of preschool teachers and the critical events of kindergarten teachers ’career are summarized.Secondly,the concept of kindergarten teachers’ professional stress and critical events is defined,and third,the research problems and specific research methods are determined.The second part is the case analysis of the five interviewed teachers.This part focuses on the deep description of the individual professional pressure concept of kindergarten teachers.Through the basic introduction of the interviewed teachers,the description of critical events and the interpretation of the individual professional pressure based on critial events,the diversified and personalized professional pressure concept of kindergarten teachers is presented as authentic as possible.Then,combining with the existing research results,through the analysis of the interview materials and the analysis of the works submitted by teachers,the general structure and characteristics of kindergarten teachers are summarized.The third part is the presentation of the general state of the kindergarten teachers’ professional pressure concept.This study shows that the concept structure of teacher occupational stress can be divided into both horizontal and vertical dimensions.The concept of occupational stress is divided into two parts: cognitive and emotional component,which is mainly composed of teachers’ cognition of the source of occupational stress,understanding of the consequences of occupational stress,and evaluation and judgment of occupational stress.Emotional component mainly has positive emotion,negative emotion and emotional neutrality,and the emotional component is the dynamic factor of individual maintenance concept.The specific occupational stress concept formed by cognition and emotion presents the structural characteristics of "center-edge" in the horizontal arrangement of the concept system.The vertical dimension of occupational pressure concept is multi-level.According to kindergarten teachers’ understanding and internalization of their concept,it is divided into three levels: superficial concept,experience level and belief level.It also presents the characteristics of individual difference,mixed content,dynamic variation and morphological diversity.On this basis,the main problems in the concept of occupational stress,such as the weak stability,the external occupational stress,the vulnerability of environmental factors and the lack of self-awareness and reflection.The main factors affecting individual occupational pressure and individual factors include occupational requirements,major social events(COVID-19)and parental recognition;organizational factors mainly include organizational structure,organizational system and organizational atmosphere;individual factors are divided into three dimensions:individual occupational pressure variables,individual key personal experience and personality factors.The fourth part consists of thinking and advice.According to the problems and thinking found in the practical investigation,we believe that the current concept of professional pressure of kindergarten teachers is mixed with some positive construction orientation,but generally tend to be negative problem orientation.The construction of positive ideas depends on teachers’ ability to transform pressure and supporting resources and conditions.Based on the analysis of critial events in teachers ’career,the last part of the paper further explores the general conditions for the formation of teachers’ positive professional pressure concept.It mainly includes: 1.Necessary social support;2.Positive event results;3.Positive emotional experience;4.Repeat of positive stimuli.Based on the perspective of positive psychology,the paper finally points out that the concept of positive occupational stress has certain value significance for teachers’ occupational stress management and mental health.Put forward general strategies for cultivating positive concepts of professional pressure of kindergarten teachers: enhancing people-oriented management and attaching importance to the training of teachers’ cooperative culture;teachers themselves maintain an optimistic attitude and enhance their professional ability;and improve the treatment of kindergarten teachers in society and advocate positive ideas.