农村幼儿教师从教动机与长期从教意愿的关系:工作满意度的中介作用

The Relationship between Rural Kindergarten Teachers’ Teaching Motivation and Their Long-term Willingness to Teach:The Mediating Role of Job Satisfaction

农村学前教育是制约我国当前学前教育事业整体发展的重点,农村幼儿教师队伍的稳定是农村学前教育发展的重要保障。文章从辽宁省的农村幼儿园中抽取510名幼儿教师作为样本,采用问卷法调查农村幼儿教师的从教动机与工作满意度、长期从教意愿之间的关系。结果发现,农村幼儿教师的从教动机、工作满意度和长期从教意愿在毕业院校类型、学历层次和教龄上存在显著差异;农村幼儿教师从教动机、工作满意度、长期从教意愿各维度呈两两显著正相关;从教动机、工作满意度对幼儿教师长期从教意愿具有预测作用,且工作满意度在从教动机和长期从教意愿之间起到部分中介作用。

Rural preschool education is the key to restrict the overall development of preschool education in China at present.And the stability of rural kindergarten teachers is an important guarantee of the development of rural preschool education.In this study,510 preschool teachers from rural kindergartens in Liaoning province were selected as samples by questionnaire method to investigate the relationship between rural kindergarten teachers’teaching motivation,job satisfaction and long-term willingness to teach.The results showed that there were significant differences in the types of graduated colleges,educational level and teaching age among the rural kindergarten teachers’teaching motivation,job satisfaction and long-term willingness to teach.There were significant positive correlations among the dimensions of teaching motivation,job satisfaction and long-term willingness to teach of rural kindergarten teachers.Teaching motivation and job satisfaction could predict kindergarten teachers’long-term willingness to teach,and job satisfaction played a partial mediating role between teaching motivation and long-term willingness to teach.