心理弹性理论下幼儿教师职业幸福感的提升路径

The Path of Improving the Professional Well-being of Preschool Teachers under the Theory of Psychological Resilience

自我效能感偏低,专业素养显不足,组织支持与社会文化待健全等因素,制约了幼儿教师职业幸福感的最优化。基于心理弹性理论,亟待从心理建设、专业发展、环境氛围、组织支持、社会文化等层面整体推进,优化内部结构,以提升幼儿教师职业幸福感。

Occupational happiness is the satisfaction and happiness that individuals get in a certain profession.The particularity of preschool education determines that being preschool teachers is a highly emotional occupation,and their professional happiness is especially“fragile”and“sensitive”.Psychological resilience refers to a phenomenon in which individuals show good adaptation and development in adversity.Through the analysis of the mechanism of psycho elastic theory,we are more convinced that“difficulty is like a spring,and the stronger you are,the weaker it is.”The teachers with high psychological flexibility have better adaptability,self-regulation ability and selfefficacy,and their professional happiness is also strong.However,several factors have restricted the optimization of preschool teachers’professional happiness including low self-efficacy,insufficient professional competence,imperfect organizational support and social culture,which need to be improved.Based on the theory of psychological elasticity,there is an urgent need for further development from psychological construction,professional development,environmental atmosphere,organizational support and social culture,and optimize the internal structure to enhance preschool teachers’professional happiness.