The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province
Journal Title: Best Evidence in Chinese Education - Year 2020, Vol 6, Issue 1
Abstract
The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
Authors and Affiliations
Xin Gong, Caixing Niu, Jing Wang
Keywords
Related Articles
- EP ID EP688502
- DOI 10.15354/bece.20.ar070
- Views 248
- Downloads 0
How to Retain Rural Preschool Teachers?
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opp...
Transportation Infrastructure and Family Educational Expectations: An Empirical Analysis Based on the China Family Panel Survey
Based on data from the China Statistical Yearbook and China Family Panel Survey (CFPS), this article investigated the influence of regional transportation infrastructure development on family education expectations. Rese...
Educational Responses to the COVID-19 Outbreak in South Korea
This paper investigates South Korean educational responses to school closures amid the COVID-19 pandemic, viewed with a risk and resilience framework. The COVID-19 crisis emerged and worsened right before the beginning o...
Online Teaching During the “School is Out, but Class is On” Period: Based on 33,240 Online Questionnaire Surveys Across China
During the COVID-19 pandemic, the Ministry of Education of China issued a call for “School is Out, but Class is On”. Various regions responded to and issued relevant policies to use Internet educational resources to carr...
Non-Cognitive Abilities: The Indispensable Contributor to Adolescents’ Development
The previous view of education quality paid more attention to the appearance of cognitive ability: test scores. However, a lot of practice and research have proved that the level of cognitive ability cannot completely pr...