幼儿园转岗教师职业适应及提升策略——基于心理弹性与教师职业适应的关系探讨

采用"幼儿园转岗教师职业适应问卷"和"心理弹性量表"对210名幼儿园转岗教师的职业适应和心理弹性现状、特点及其关系进行研究,结果发现：幼儿园转岗教师在职业适应总分及职业关系、职业心理、职业技能上得分高于理论中值,在职业环境上得分低于理论中值,在年龄和教龄上存在显著差异,在学历和园所区域上无显著差异;幼儿园转岗教师在心理弹性总分及各因子上得分略高于理论中值,在年龄、学历和教龄上存在显著差异,在园所区域上无显著差异。相关分析显示,除职业环境、职业心理与心理弹性中的乐观维度相关不显著外,幼儿园转岗教师职业适应总分及各维度与心理弹性总分及各维度均存在正相关,心理弹性对幼儿园转岗教师的职业适应具有显著的预测力。基于研究结果,提出以下建议：培育积极乐观的心理品质,提高转岗教师新工作环境适应能力;增强自我效能感,提升转岗教师工作幸福指数;建立分层分类培训体系,提升转岗教师教育能力。

A Study on the Influence of Psychological Resilience upon the Professional Adaptation of Kindergarten Transfer Teachers

A total of 210 kindergarten transfer teachers were questioned with the Questionnaire of Transfer Teachers'' Professional Adaptation and the scale of Psychological Resilienceto study on the status, characteristicsand relationship of professional adaptation and psychological resilience; The results suggest that the kindergarten transfer teachers scored higher in occupational adaptation and professional relationship, professional psychology, professional skills than their theoretical medians, professional environment scored lower than their theoretical medians; There was a significant difference in their ages, teaching experience, but no significant difference inacademic degrees and the location of the kindergarten he/she is working for; The transfer teachers scored higher in psychological resilience; There was a significant difference in their ages, academic degrees, teaching experience, but no significant difference in the location of the kindergarten he/she is working for; The relative analysis showed that except for the professional skills and professional environment which are not significantly related with optimism in psychological resilience, there were significantly positive correlations between their occupational adaptation and psychological resilience, and psychological resilience has significant predictive power for the vocational adaptation of kindergarten teachers. Based on the research results, the following Suggestions are proposed:1.Cultivate the positive and optimistic psychological quality to enhance the adaptability of the new working environment; 2.Enhance the perceived self-efficacy of transferred teachers to improve their job happiness index; 3.Establish a hierarchical and classified training system to continuously improve the educational ability of transferred teachers.