A Study on the relationship among social support, occupational well-being and play activity support ability of early childhood pre-service teachers in China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i2.1192
Abstract
A total of 542 early childhood pre-service teachers were collected using China online survey system (www.wjx.cn) to process data of early childhood pre-service teachers. The conclusions are as follows: (1) Social support of early childhood pre-service teachers directly affects professional well-being. (2) The professional well-being of early childhood pre-service teachers directly influences the support ability of play activities. (3) The professional well-being of early childhood pre-service teachers plays an intermediary role in the influence of social support on the support ability of play activities.
Keywords
China; early childhood pre-service teacher; social support; professional well-being; play activity support ability
Full Text
PDF - Viewed/Downloaded: 16 TimesReferences
[1] Zhang XB. 2023. Effects of Chinese pre-service teachers on learning engagement, teaching efficacy, and professional identity according to job application willingness. Woosuk University.
[2] Xue Y. 2022. Study on the interactive quality of teachers and children in pre-service early childhood teachers' collective teaching activities. Northeast Petroleum University.
[3] Fan QX. 2017. A study on autonomous play beliefs and supportive behavior among preschool teachers. Wenzhou University.
[4] Zheng YL. 2016. Professional development of kindergarten teachers based on self-realization perspective. Education and Teaching Forum, 19: 21-22.
[5] Tam YK. 2010. Analysis of occupational well-being and professional development of kindergarten teachers. Educational Guide (second half month), 09: 67-70.
[6] Yang L. 2022. A study on the relationship between competence and professional well-being of kindergarten teachers. Yunnan Normal University.
[7] Baek JN. 2011. Exploring, verifying, and verifying the factor structure of multiple intelligence measurement questions for students with developmental disabilities. A Study on the Physical and Multiple Health Disorders, 54(4): 277-303.
[8] Ma XL. 2022. The effect of teachers' emotions on the teaching effect of TED classrooms. Journal of Xinjiang Open University, 03: 45-49.
[9] Yang M. 2023. Structural relationships among university professors' performance in real-time online classes, technology self-efficacy and teaching competency. Woosuk University.
[2] Xue Y. 2022. Study on the interactive quality of teachers and children in pre-service early childhood teachers' collective teaching activities. Northeast Petroleum University.
[3] Fan QX. 2017. A study on autonomous play beliefs and supportive behavior among preschool teachers. Wenzhou University.
[4] Zheng YL. 2016. Professional development of kindergarten teachers based on self-realization perspective. Education and Teaching Forum, 19: 21-22.
[5] Tam YK. 2010. Analysis of occupational well-being and professional development of kindergarten teachers. Educational Guide (second half month), 09: 67-70.
[6] Yang L. 2022. A study on the relationship between competence and professional well-being of kindergarten teachers. Yunnan Normal University.
[7] Baek JN. 2011. Exploring, verifying, and verifying the factor structure of multiple intelligence measurement questions for students with developmental disabilities. A Study on the Physical and Multiple Health Disorders, 54(4): 277-303.
[8] Ma XL. 2022. The effect of teachers' emotions on the teaching effect of TED classrooms. Journal of Xinjiang Open University, 03: 45-49.
[9] Yang M. 2023. Structural relationships among university professors' performance in real-time online classes, technology self-efficacy and teaching competency. Woosuk University.
Copyright © 2023 Yaoyao LI, Baek Jongnam
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License