A Study On The Influence Of Job Demands And Job Resources On Kindergarten Teachers’ Occupational Well-being

The “Opinions on comprehensively deepening the reform of the construction of teaching force in the new era” released in 2018 states that "by 2035,respect for teachers and education will be the norm,the majority of teachers will have a sense of well-being in their positions,a sense of achievement in their careers and a sense of honor in society,and teachers will become an enviable profession." The 20 th Party Congress report also proposed "creating a strong atmosphere of respect for teachers and continuously enhancing the attractiveness of the teaching profession." Enhancing the professional well-being of teachers has become an important issue in the construction of the teaching force in the new era.As a member of the teaching profession,the pursuit of professional well-being is also a goal that every kindergarten teacher constantly strives for in his or her work,which is conductive to realizing the value and meaning of teachers’ life,and is also related to the growth and development of young children.However,the reality is that the current situation of kindergarten teachers’ professional well-being is not optimistic.The workload is heavy,the work content is meticulous and tedious,the treatment is poor,and the social status is low are the real picture of kindergarten teachers.And kindergarten teachers spend a great deal of their day working in kindergartens,the kindergarten work characteristics such as the working environment,teacher-child interaction,professional development,and relationships with colleagues and leaders are closely related to their professional wellbeing.Therefore,it is necessary to conduct an in-depth study on the professional wellbeing of kindergarten teachers and to explore the factors influencing their professional well-being from the perspective of kindergarten work characteristics,so that kindergarten teachers can gain a sense of well-being in their positions.Based on this,this study is based on the conservation of resources theory and job demands-resources model as theoretical basis and focuses on the professional well-being of kindergarten teachers.It uses a combination of questionnaires and interviews to conduct an empirical study,distributing questionnaires to a total of 431 kindergarten teachers in H Province,and conducting in-depth interviews with 13 of them to understand the current situation of kindergarten teachers’ professional well-being and the differences in demographic variables.Multiple linear regression analysis is used to explore in depth the impact of job demands and job resources in the kindergarten work characteristics on teachers’ professional well-being,and to further analyze the interactive effects of job demands and job resources on kindergarten teachers’ professional well-being,so as to put forward targeted suggestions to enhance kindergarten teachers’ professional well-being.The specific findings of the study are as follows.Firstly,kindergarten teachers’ occupational well-being is generally at an upper-middle level,and the overall level is high.Secondly,there are many group differences in the professional well-being of kindergarten teachers in terms of age,marital status,education,teaching experience and establishment.Thirdly,workload and class management among kindergarten job demands have significant negative effects on kindergarten teachers’ professional well-being,with the degree of effects ranging from large to small being workload and class management,while there is no significant effect of multiple roles.Fourthly,resources and equipment,social support,and recognition and feedback among kindergarten job resources have a significant positive effect on kindergarten teachers’ professional well-being,with the degree of influence ranging from social support,resources and equipment,and recognition and feedback,respectively,while there is no significant effect of work autonomy and professional development.Fifthly,there is an interaction between job demands and job resources in the kindergarten job characteristics,with the highest levels of professional well-being for kindergarten teachers in the high job demands-high job resources combination.Based on the above findings,and with the help of the job demands-resources model,this study proposes the following suggestions to enhance kindergarten teachers’ professional well-being: Firstly,the job demands should be moderately arranged to relieve the work pressure of kindergarten teachers;secondly,sufficient job resources should be provided to meet the development needs of kindergarten teachers;thirdly,the optimal ratio of job demands and job resources should be optimized to enhance the motivation of kindergarten teachers;fourthly,attention should be paid to the differences of kindergarten teachers’ groups to enhance their professional well-being according to their individual needs;finally,kindergarten teachers themselves should also play a subjective and conscious role to provide endogenous motivation to enhance their professional well-being.