The Research On The Relationship Between Occupational Stress And Job Burnout Of Kindergarten Teachers

With the 19 th Party Congress proposing that China should realize "education for young children",preschool education has received unprecedented attention and started to enter the "fast track" of high-quality development in the semester.Preschool education is the beginning of the national education system,and the quality of preschool education is related to the healthy growth of each child’s body and mind,among the many factors related to the quality development of preschool education,the construction of kindergarten teachers has become the key.Studies have confirmed that kindergarten teacher burnout is a growing problem,and a review of the literature revealed that it remains to be explored whether kindergarten teacher occupational stress predicts kindergarten teacher burnout and whether a sense of organizational support can improve and alleviate kindergarten teachers’ negative emotions.Therefore,this study used the Job Demands-Resources Model proposed by Demerouti as a theoretical basis to investigate the pathway of occupational stress on kindergarten teachers’ burnout and the mechanism of organizational support as a moderating variable in this study.A random sample of kindergarten teachers from Liaoning,Heilongjiang,Jilin,Henan,Inner Mongolia,and Guangdong provinces was selected as the study population,and 408 valid questionnaires were obtained.Using AMOS,SPSS software and PROCESS plug-in,the reliability test of the questionnaire,descriptive statistics of the survey results,analysis of differences in demographic variables,correlation analysis,linear regression analysis,and moderating effect test were conducted.Findings.1.The reliability results of the Burnout Scale Teacher’s Edition(MBI-ES),the Occupational Stress Questionnaire for Kindergarten Teachers and the Sense of Organizational Support Scale selected for this paper were good and applicable to the measurement of kindergarten teachers after revision.2.The mean value of the three dimensions of kindergarten teachers’ burnout was 3.57,which was generally at a moderate to low level,and the mean values of the three dimensions of kindergarten teachers’ burnout were,from low to high,depersonalization < low personal chievement < emotional exhaustion;the mean value of kindergarten teachers’ occupational stress score was 2.98,which was generally at a moderate level;the mean value of kindergarten teachers’ sense of organizational support score was 3.18,which was generally at a The mean value of kindergarten teachers’ sense of organizational support was 3.18,which was generally at the middle to upper level.3.Significant differences existed between kindergarten teachers’ burnout and each dimension in terms of age,profession,education,teaching age,nature of the school and salary level;significant differences existed between kindergarten teachers’ occupational stress in terms of age,education,profession,nature of the school and salary level,but not in terms of teaching age;significant differences existed between kindergarten teachers’ sense of organizational support in terms of education,profession and salary level,but not in terms of age,teaching age and nature of the school.There were no significant differences in age,teaching experience,and nature of the school.4.The occupational stress of kindergarten teachers significantly and positively predicted burnout;the sense of organizational support of kindergarten teachers significantly and negatively predicted burnout.5.Kindergarten teachers’ sense of organizational support moderated the relationship between occupational stress and burnout.This study uses the interview method and documentary analysis to discuss the results of the questionnaire and analyze the reasons behind them.It also proposes research recommendations from three aspects: kindergartens,teachers themselves,and society.First,at the kindergarten level,it is necessary to create a relaxed and harmonious working atmosphere,reduce workload and increase professional development opportunities for kindergarten teachers;second,at the teachers’ own level,teachers should learn to regulate their emotions,establish a positive mindset,enhance their professionalism and improve their professional image;finally,at the society level,it is necessary to improve kindergarten teachers’ salary and social status,and use social media to improve kindergarten teachers’ social recognition.Finally,at the social level,it is necessary to improve the salary and social status of kindergarten teachers,and use social media to improve the social recognition of kindergarten teachers.