Resilience Cultivation: Research on Systematic Pathways to Enhance the Psychological Resilience of Early Childhood Teachers

Lingzhu Wang

doi:10.62177/jetp.v2i3.529

Authors

Lingzhu Wang Ji'an No.1 Kindergarten

DOI:

https://doi.org/10.62177/jetp.v2i3.529

Keywords:

Kindergarten Teachers, Psychological Resilience, Mental-Health Education, Practical Pathway

Abstract

This study investigated the multifaceted stressors faced by kindergarten teachers and identified the factors that hinder their psychological resilience. It proposes the “Resilience Triangle” theoretical model, which integrates internal resources, external supports, and a dynamic adaptive system. A three-tier support framework is then systematically elaborated: (1) individual empowerment (cognitive reframing and psychological capital cultivation), (2) organizational optimization (transforming managerial culture, workload reduction, and supportive mechanisms), and (3) systemic synergy (home-school-community collaboration and policy reinforcement). The research offers both a theoretical basis and a practical blueprint for establishing a sustainable mental-health support system for kindergarten teachers, thereby safeguarding the quality of early-childhood education.

Downloads

Download data is not yet available.

References

Song, H., & Wang, X. (2024). Competency-oriented pedagogical reform to support the building of a strong education nation. Modern Education Management, (1), 13-16.

Werner, E. E. (1993). Risk, resilience, and recovery: Perspectives from the Kauai longitudinal study. Development and Psychopathology, 5(4), 503-515.

Xi, J. (2006). A social-cognition-based study of psychological resilience in children (Doctoral dissertation, East China Normal University). DOI: 10.7666/d.y896583

Yang, S., & He, M. (2018). Constructing a structural model of kindergarten teachers’ views on young children’s mental health. Journal of Hefei Normal University, 36(4), 1-6.

Wang, Z. (2023). A study on the relationship between occupational stress and job well-being of kindergarten teachers (Master’s thesis, Luoyang Normal University). https://link.cnki.net/doi/10.27855/d.cnki.glysf.2023.000084

Yu, X., & Zhang, J. (2005). Resilience: Psychological mechanisms of recovery and growth under pressure. Advances in Psychological Science, 13(5), 658-665.

Pi, Y., Liu, X., Wang, T., & Zhao, W. (2019). The influence of novice kindergarten teachers’ career adaptation on professional identity: The parallel mediating effect of career-development support. Studies in Preschool Education, (8),64-80. https://doi.org/10.13861/j.cnki.sece.2019.08.006

Jiang, K. (2017). A study on psychological resilience of kindergarten teachers (Master’s thesis, Southwest University). https://kns.cnki.net/kcms2/article/abstract?v=_RBvYn4HuMD8p98Db5wnIVE-Wen17FrNUPQtqRUy4kwp0gJuuq2YlTR3RtCl6i--6-OfyMogF0aJbgVY0km-Rb7GEwTravHd-Di4H9QBHur3bX6O9lnHR8FaLas_hUDfyc-c5_PHkfjvHoQiYzxuyOxjtBj5KXPi1dys13W920IQ8lBDULtTGw==&uniplatform=NZKPT&language=CHS

Sun, L., & Zuo, B. (2010). Structure and measurement of teachers’ professional identity. Education Research and Experiment, (5), 80-84.

Zuo, Z., Xi, J., & Zhang, M. (2013). Novice kindergarten teachers’ induction adjustment and its impact on professional commitment. Studies in Preschool Education, (10), 40-45+63. https://doi.org/10.13861/j.cnki.sece.2013.10.009

Li, Y. (2021). Problems and strategies of novice kindergarten teachers’ career adaptation under the mentoring model (Master’s thesis, Northwest Normal University). https://doi.org/10.27410/d.cnki.gxbfu.2021.001471

Xi, J., & Sang, B. (2002). A review of resilience research. Health Psychology Journal, 10(4), 314-318. https://doi.org/10.13342/j.cnki.cjhp.2002.04.043

Tian, F. (2017). The relationship between career adaptation and social support among novice kindergarten teachers (Master’s thesis, Shaanxi Normal University). https://cnki.ccki.top/kcms2/article/abstract?v=_RBvYn4HuMB04XCMRrs-PFBpMQ-bSSjI7IWtxavuOidTTAUVhMGUVidVX5eGTzUWBeHrEMxvDOAr1MBcQBXGv--vn47C7538GklIT_WWJNGYxaexZY-qt9Qhv6yp07wFLyhBM962nFZpnnVbCNM0AHqSWVqFuBvdKqDSm-45-0IyRlz5WavoTg==&uniplatform=NZKPT&language=CHS

Hu, W. (2019). Significant others in the professional growth of novice kindergarten teachers (Master’s thesis, Nanjing Normal University). https://doi.org/10.27245/d.cnki.gnjsu.2019.002053

Chen, Z. (2023). Promoting integrated construction of student mental-health work in the new era-Interpretation of the “Special Action Plan for Comprehensively Strengthening and Improving Student Mental-Health Work in the New Era (2023-2025)”. Primary and Secondary School Principals, (7), 17-20.

Ma, W. (2023). Emotional preparation, psychological adjustment, and educational understanding for teacher induction. Teacher in China, (8), 30-33.

Liu, Q., & Wu, Y. (2005). Resilience: A new exploration of individual adaptation mechanisms in adversity. Journal of Educational Science of Hunan Normal University, (2), 111-115.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x