| 李新，张泽东.民办幼儿园教师的流动意愿一定高吗——H 幼教集团教师流动意愿及影响因素分析[J].陕西学前师范学院学报,2021,37(9):87-95 |
| 民办幼儿园教师的流动意愿一定高吗——H 幼教集团教师流动意愿及影响因素分析 |
| Is the Mobility Willingness of Teachers in Private Kindergartens to be High—Research on the Willingness and Influencing Factors of Teachers’Mobility in H Preschool Education Group |
| 投稿时间：2021-07-31 修订日期：2021-08-03 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 09. 013 |
| 中文关键词: 民办幼儿园 幼儿园教师 流动意愿 影响因素 |
| 英文关键词: private kindergartens kindergarten teachers willingness to flow influencing factors |
| 基金项目:教育部人文社会科学研究规划基金项目（18YJA880115） |
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| 中文摘要: |
| 幼儿园教师承担着保育和教育的双重职能，其队伍稳定是保障学前教育质量的重要前提。本研究通过对H 幼教集团
287 名幼儿园教师进行问卷调查，发现H 幼教集团教师的流动意愿普遍较低，且存在不同教龄、年龄和婚姻状况下的差异，其
中有10 年以上教龄教师的流动意愿最低，21-30 岁年龄阶段教师的流动意愿最高，并呈现出年龄越大流动意愿越低的趋势，已
婚无孩教师的流动意愿最高，已婚有孩教师的流动意愿最低。进一步分析发现，教师的流动意愿与工作压力、园所管理、人际
氛围、待遇福利、家人支持、社会地位、专业发展及幸福感均存在显著相关，通过多元回归分析发现，在所有影响因素中，工作压
力和幸福感对教师流动意愿影响最大。 |
| 英文摘要: |
| Kindergarten teachers assume the dual functions of childcare and education，and the stability of their team is an important
prerequisite for ensuring the quality of preschool education. This study conducted a questionnaire survey of 287 kindergarten teachers
in the H preschool education group and found that the willingness to move among teachers in the H preschool education group is gener⁃
ally low，and there are differences in different teaching ages，ages and marital status. Among them，the mobility willingness of teach⁃
ers with more than 10 years of teaching is the lowest and 21-30 years old teachers have the highest willingness to move. The trend
shows that the older the age，the lower the willingness to move. Married teachers with no children have the highest willingness to
move，and married teachers with children have the lowest willingness to move. Further analysis found that teachers’willingness to
move is significantly related to work pressure，school management，interpersonal atmosphere，benefits，family support，social status，
professional development，and happiness. Through multiple regression analysis，it is found that among all influencing factors，work
stress and happiness have the greatest impact on teachers' willingness to flow. |
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