Analysis on Occupational Commitment of Part-time Teachers in Shanghai Public Early Education Institutions
|School||East China Normal University|
|Keywords||public Early Learning institutions the teacher of Early Learninginstitutions Occupational commitment|
The public early learning institutions in shanghai are depending on kindergartens, using the existing facilities, and the nursery teacher is the main source of teachers in the institutions.The teachers’jobs in public early learning institutions are not only on early education, but also to take responsibility for the daily3-6years old children’s education. This means that they have to spend more time and more energy into work. Teachers’occupational commitment is the degree of commitment and loyalty for their jobs, is the link between education career and themselves. In recent years, the researches on the teachers’occupational commitment become increasingly rich. But they often focus on the primary and secondary school teachers and college teachers. There are much fewer researches on kindergarten teachers’occupational commitment, and especially fewer on teachers of early learning institutions.This study has referenced and adapted some scales, developed the questionnaires about the occupational commitment of early learning institutions’teachers, including occupational commitment, job satisfaction, career identification, job burnout and teachers basic information. We used this questionnaire to conduct a survey of more than two hundred teachers in53Early Learning institutions. Using statistical analysis method, we analyzed and discussed the influence factors of teachers’occupational commitment.The conclusions of this research is as followings:1Overall, teachers’occupational commitment level is high. Specifically normative commitment level is the highest, the affective commitment is the second smallest, and the Continuance Commitment is the lowest level.2The Continuance commitment and teaching experience have a significant positive correlation. The normative commitment and education background have a significant positive correlation. significantly and positively related to normative commitment with the highest level of education was significantly positively correlated.3The overall level of undergraduate teachers’occupational commitment, normative commitment and continuance commitment were significantly higher than that of the College degree and the below degree teacheres.4Teachers’occupational commitment is positively correlated with job satisfaction and career identification. Occupational commitment is negatively correlated with job burnout.5The Continuance commitment and Interpersonal have no significant positive correlation,but have a significant positive correlation with career identification, Occupational performance and Emotional exhaustion.According to the results, the suggestions are as follows:1To support new teachers;2Improve the education level;3Provide space for development;4Reduce burnout, improve job satisfaction.