幼儿园教师全日制学历与职业能力、工作满意度关系的调查与分析

On the Moderating Effect of Full-time Education to the Relationship between Professional Competence and Job Satisfaction of Kindergarten Teachers

本研究对杭州市3028名幼儿园教师进行问卷调查,重点考察全日制学历与职业能力、工作满意度之间的关系。结果显示:(1)全日制学历和职业能力之间不存在显著性相关,全日制学历和工作满意度之间存在显著性弱负相关;(2)职业能力能显著正向预测工作满意度,而全日制学历能显著负向预测工作满意度;(3)全日制学历在职业能力与工作满意度的关系中起调节作用,而且职业能力对工作满意度的正向预测作用随着全日制学历水平的提高呈现上升趋势。因此,应关注幼儿园教师工作满意度、职业能力的差异特性;应加强幼儿园教师专业培训,不断提升其职业能力;应不断提升学前师范生的培养质量,充分发挥学历对职业能力和工作满意度的调节作用,把好幼儿园教师的入职门槛。

This study conducted a questionnaire survey among 3028 kindergarten teachers in Hangzhou,focusing on the relationship between vocational ability,full-time education and job satisfaction.The results show that:(1)there is no significant correlation between full-time education and vocational ability,while there is a significant weak negative correlation between full-time education and job satisfaction;(2)Vocational ability can significantly positively predict job satisfaction,while full-time education can significantly negatively predict job satisfaction;(3)Full-time education moderates the relationship between vocational ability and job satisfaction,and the positive predictive effect of vocational ability on job satisfaction is on the rise with the increase of full-time education level.Therefore,attention should be paid to the differential characteristics of kindergarten teachers’job satisfaction and occupational ability;professional training for kindergarten teachers should be strengthened to continuously improve their occupational ability;the quality of training for preschool teacher trainees should be continuously improved,and the moderating effect of academic qualifications on occupational ability and job satisfaction should be given full play to,so as to keep the threshold of the kindergarten teachers’entry into the profession.