INFLUENCE OF PROFESSIONAL IDENTITY AND CORE SELF-EVALUATION ON JOB SATISFACTION OF VOCATIONAL EDUCATION TEACHERS AND THE MEDIATING EFFECT OF WORK STRESS

(1)

Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 31-39

DOI: 10.24205/03276716.2020.204 31

I

NFLUENCE OF

P

ROFESSIONAL

I

DENTITY AND

C

ORE

S

ELF

-

EVALUATION

ON

J

OB

S

ATISFACTION OF

V

OCATIONAL

E

DUCATION

T

EACHERS AND

THE

M

EDIATING

E

FFECT OF

W

ORK

S

TRESS

Xueshi Wu

1,2

_{, Mengmeng Wang}*

2

Abstract

The study aims to identify the correlations between professional identity, core self-evaluation, work stress, and job satisfaction of vocational education teachers. First, a theoretical model was established with professional identity and core self-evaluation as exogenous potential variables, and with work stress and job satisfaction as endogenous potential variables. The work stress also serves as a mediating variable. Then, 322 vocational education teachers were randomly selected for online and field surveys. The survey results were compared with the model outputs to verify the fitness between the theoretical model and the sample data. The results show that the work stress partly mediates the relationship between professional identity and job satisfaction, and fully mediates the relationship between core self-evaluation and job satisfaction; work stress has a significant positive correlation with professional identity, core self-evaluation and job satisfaction; there is a significant positive correlation between professional identity and job satisfaction. The research findings help to relieve work stress and promote the job satisfaction of vocational education teachers.

Key words: Professional Identity, Core Self-Evaluation, Job Satisfaction, Work Stress, Vocational Education Teachers.

Received: 18-05-19 | Accepted: 12-08-19

INTRODUCTION

Professional identity of vocational

education teachers

The study on the professional identity of vocational education teachers mainly involves three aspects, namely the concept, source and influencing factors.

(1) The concept of professional identity. Firstly, the professional identity is the overall view of vocational education teachers about their identity of being a teacher, and also the core for them to perceive the work situation, endow meaning and take action. It is diverse,

1_{Jiangxi Science & Technology Normal University, Nanchang}

330038, China. 2_{Department of Faculty of Education, Tianjin}

University, Tianjin, 300350, China. E-Mail: [email protected]

complex and dynamically developing (Zhai, 2006). Secondly, it refers to a mental state in which vocational education teachers have a subjective internal acceptance of their career they are engaged in, and thus consciously serve the vocational education industry (Tan, 2009). Thirdly, it also means the teachers' autonomous understanding and resolution of various contradictions and conflicts they face in their professional process based on their own experience, thereby forming a purposeful,

proactive self-understanding and

self-acceptance attitude towards life (Qin, 2008). (2) The source of professional identity

Through literature review, it’s summarized to

include four aspects: personal identification, school experience, pre-service training and vocational education experience, and teaching practice (Fielstein & Phelps, 2002).

(2)

XUESHI WU,MENGMENG WANG

32

(3) The factors affecting the professional identity

It’s concluded based on relevant literature at

home and abroad that the factors affecting vocational education teachers' professional identity mainly include two aspects: personal factors (Fu, 2012; Sun, 2007; Witt, 2010) and social factors (Fu, 2013; Qin & Sun, 2011; Park, 2009). The personal factors refer to the life and school experience, age, teaching age, knowledge

structure, teaching skills, professional

background, professional title and position of vocational education teachers; social factors include social culture, social support, social status, wages and benefits, family environment, and working environment, etc.

Job pressure of vocational education teachers

(1) The concept of work stress

First of all, it refers to the negative

psychological and physiological state of

vocational education teachers in the four dimensions of the work difficulty and challenge, job responsibility and compensation, work intensity, management system and professional development. This is also the operational definition of vocational education teacher's job pressure in this study. These four dimensions can be used to determine the status of their job

pressure (Liu, 2004). Secondly, it’s also a state of

tension in a series of physical, psychological and behavioural changes of vocational education teachers caused by the continuous threatening stimuli in the special professional education environment.

(2) The sources of work stress.

It’s summarized into three aspects: social

factors (Rao, 2010; Liu, 2011), organizational factors, and personal factors (Wang & Xing, 2002; Liang &Feng, 2004).

Core self-evaluation of vocational education teachers

As a continuation of Judge's research on the core self-evaluation structure, most studies further explore its four factors, and find that there is a strong similarity between the factors. First, there is a clear connection between self-esteem and generalized self-efficacy, both of which involve the evaluation of one's ability and performance. Second, there is also a clear connection between generalized self-efficacy and locus of control, that is, those who think

they can succeed in various situations are more

confident that they can control their

environment (Huang & Feng, 2005), which has been proved in the empirical research. The scholars such as Judge found that the correlation coefficients between the four traits of locus of control, neuroticism, generalized self-efficacy, and self-esteem are all above 0.4. Therefore, some studies have proposed that core self-evaluation is a more basic and potential concept, and it is an overlapping part of these four traits. In China, when studying the relationship between core self-evaluation and academic burnout, found another important component of core self-evaluation, i.e., collective self-esteem, and further proposed that the core self-evaluation structure of the Chinese should include the four dimensions of kindness, talent, attitude to life and collective self-esteem (Gan & Xi, 2007; Li & Zhang, 2010). In addition, Chen Hui, Gan Yiqun et al. carried out empirical research on this, and the final research results support their theoretical assumptions.

Job satisfaction of vocational education teachers

(1) Measurement of job satisfaction

This study introduces the widely used measurement tools of job satisfaction from both foreign and domestic perspectives.

First, for the foreign measurement tools, the first is the Minnesota satisfaction questionnaire, which includes 20 items such as ability use,

achievement, activity, self-development,

creativity, independence, working environment, conditions, and authority. The second is the job descriptive index scale (Shi, 2003), including five dimensions of the employee's job, salary, promotion, superior, and colleagues. The third is the job satisfaction inventory scale, including thirteen items such as subjective attitude, importance, independent thinking and action, job security, job benefits and promotion opportunities.

Secondly, for the domestic measurement tools, the first is a questionnaire for occupational satisfaction of college teachers. This scale includes six dimensions: work income,

school allowances, working conditions,

relationship with colleagues, work performance, and management style. The second is the job

satisfaction survey scale for secondary

vocational teachers, which includes four dimensions: job value, income benefits, job

(3)

INFLUENCE OF PROFESSIONAL IDENTITY AND CORE SELF-EVALUATION ON JOB SATISFACTION OF VOCATIONAL EDUCATION TEACHERS AND THE MEDIATING EFFECT OF WORK STRESS 33

development prospects, and teaching

environment. The third is the job satisfaction scale of teachers, in six dimensions: job nature, physical conditions, salary, advanced training, interpersonal relationships, and leadership management.

(2) Ways to improve job satisfaction of vocational education teachers

First, the social and education authorities should take measures to improve the social

environment and guarantee vocational

education, while ensuring all members of society to have an obligation to participate; improve the salary mechanism to meet material needs; change traditional concepts (Bao, 2017); enhance the social status of vocational education teachers and promote the concept of respect for them; improve the management and supervision mechanism of vocational education and various policies and regulations for creating a good social atmosphere (Yao, 2015). Besides,

in terms of the teachers, it’s necessary to

improve their individual comprehensive literacy and renew traditional ideological concepts; focus on psychological adjustment and alleviate work pressure; insist on self-reflection and achieve continuous self-improvement.

In view of the above, this paper attempts to study the impact of professional identity and core self-evaluation on job satisfaction of vocational education teachers. For this, six research hypotheses were proposed and then verified through the test by selecting 322 vocational education teachers as test subjects. The research findings are of great theoretical and practical value.

RESEARCH HYPOTHESES

Professional identity and job satisfaction of vocational education teachers

Professional identity is an important factor affecting job satisfaction, and also the dismission rates and job performance of individuals. Meanwhile, as a process and status, teachers' professional identity determines the basic attitudes of teachers' work behaviours, and affects teachers' happiness, turnover intention, stress level, and satisfaction (Sun, 2008; Moore & Hofam, 1998; Gaziel,1995). The higher the teacher's recognition of his or her own profession, the deeper the understanding of the nature, function, and meaning of his or her career is, indicating a positive emotional

experience in their professional activities (Blau, 1985). Teachers' professional identity reflects

the individual's emotions towards the

profession. A high degree of identification indicates that teachers can pay more for it and give a more positive attitude to education and teaching, while the job satisfaction is the subjective evaluation of satisfaction about working environment and related factors. It is hypothesized that as a teacher's inherent emotions towards a profession, a teacher's professional identity may have an impact on his job satisfaction. Thus, the research hypothesis 1 is proposed:

H1: there is a significant positive correlation

between vocational education teachers'

professional identity and job satisfaction.

Professional identity and work stress of vocational education teachers

According to the Lazarus’s transactional

model of stress and coping, stress is generated by the interaction between environment stimulus, reflecting the matching and correlation between the individual and the environment. It is an important factor to promote the healthy growth of the individual. Therefore, teachers' professional identity is also closely related to job pressure. The previous studies have shown that the professional identity of primary and middle school teachers is significantly negatively related to work stress. Work stressors such as role conflicts and role overload have significant negative effects on professional identity. In addition, higher work stress will reduce professional identity. Whereas, a higher level of professional identity will help improve teachers' stress resistance to a certain extent. The professional identity also affects job satisfaction, job burnout, and turnover intentions (Ma, Sang, &Hong, 2008). Thus, the research hypothesis 2 is proposed:

H2: there is a significant negative correlation

between vocational education teachers'

professional identity and work stress.

Core self-evaluation and job pressure of vocational education teachers

According to the cognitive theory, an individual's adaptive response to the stimulus situation that constitutes work stress depends

on their cognitive appraisal. Different

evaluations are at different levels, and those that are specific to a situation are affected by the

(4)

34

deeper, more basic evaluations. Such

evaluations are called "core self-evaluations (Ma, Sang, &Hong, 2008)." Studies have also proved that individual subjective work stress is significantly correlated to its core self-evaluation, and the latter explains most of the variations in subjective work stress (Chen, Gan, & Wen, 2010). Thus, the research hypothesis 3 is proposed:

H3: there is a significant negative correlation

between core self-evaluation of vocational education teachers and work stress.

Work stress and job satisfaction of vocational education teachers

Work stress is considered to be an important

variable affecting teachers’ job satisfaction.

Studies have shown that work stress affects teachers' physical and mental health (Pan, Wang, & Zheng, 2010). In addition, it can also lead to different problems, such as negatively affecting employee satisfaction. Thus, the research hypothesis 4 is proposed:

H4: there is a significant negative correlation

between work stress and job satisfaction of vocational education teachers.

Core self-evaluation and job satisfaction of vocational education teachers

Based on the research of Judge et al., core self-evaluation has a predictive effect on employees' job satisfaction and life satisfaction. In addition, core self-evaluation is defined both as a personality trait and also an overall self-concept. It plays an important role in promoting the variables such as mental health, well-being, job satisfaction, and job performance, and also has the effect of regulating the stimulus of the unfavourable environment and facilitating intelligence. Thus, the research hypothesis 5 is proposed:

H5: there is a significant positive correlation

between core self-evaluation and job

satisfaction of vocational education teachers.

The mediating effects of work stress

Many studies show that both at the overall level and at each sub-dimension level, professional identity and job satisfaction are significantly positively correlated; there is indeed a significant negative correlation between teacher work pressure and job satisfaction, indicating that work pressure can

indeed restrict teacher job satisfaction.

Meanwhile, professional identity and job pressure are mutually influenced, that is, higher job pressure will reduce professional identity, and conversely, a higher level of professional identity will help to improve the employee's ability to resist stress. However, there are different opinions about the relationship between work stress and job satisfaction. On the one hand, physiological reactionists such as Selye and Weiss believe that stress is an intense physiological response of an individual to external stimuli. Continuous pressure does not point to physical adaptation, but ultimately causes the individual's physical failure or even death. On the other hand, reaction theorists such as Lazarus believe that stress is the product

of interaction between people and

environmental stimuli, and reflects the matching and correlation between individuals and environment, and it is an important factor to promote the healthy growth of individuals. Some other scholars have also made verification in their studies, e.g., Xu Xiaodong found that knowledge workers have more tendencies to choose challenging work in order to obtain self-fulfilling satisfaction. Thus, the research hypothesis 6 is proposed:

H6: work stress has a partial mediating effect

between professional identity and job

satisfaction.

From the perspective of cognitive theory, the individual's adaptive response to the stimulus situation that constitutes work stress depends on his or her cognitive evaluation, that is, there is a threshold for the individual's evaluation of work stress, and this threshold varies from person to person. The higher the threshold, the greater the job pressure, and vice versa. At the same time, evaluations for specific situations are affected by deeper, more basic evaluations, which are called "core self-evaluations." Therefore, it can be concluded that core self-evaluation can influence individuals' cognitive evaluation of work stress. On the relationship

satisfaction, Boyar and Mosley found that work-family conflict played a partial regulating role. The individuals with high core self-evaluation shall balance the two in work-family conflicts and reduce the conflicts, thereby increasing job satisfaction and life satisfaction. Judge believes that individuals with high core self-evaluation tend to reduce negative factors at work, and can predict some positive variables such as life

(5)

satisfaction and job satisfaction, or some negative factors such as stress. Thus, the research hypothesis 7 is proposed:

H7: work stress has a full mediating effect

satisfaction.

On account of the above research

hypotheses, a conceptual model for this research was proposed, as shown in Figure 1:

Figure 1

.

Conceptual model

RESEARCH METHODS

Research tools

The work stress was measured using the scale consisting of 23 questions revised by Bai Yuling, Capital University of Economics and Business in his doctoral dissertation "Research on the

Relationship between work stress,

Organizational Support and Job Burnout: Taking Knowledge-based Employees in the Clothing Industry as an Example". Professional identity was measured by a scale revised by Pan Yang of Southwestern University of Finance and Economics in his doctoral dissertation (Pan, 2014), "Research on Professional identity, Organizational Identification, and Innovative Behaviour of University Teachers", and this scale includes 6 questions. The core self-evaluation was based on a scale revised by Du Jianzheng according to the core self-evaluation scale compiled by Judge, which includes 10 questions. For job satisfaction, the Job Satisfaction Scale of Teachers compiled by Teacher Lu Guoguang of Northwest Normal University was used, and it consists of 30 questions.

Research objects

Both the field survey and online survey were conducted to collect the sample questionnaires. Using these two methods, a total of 325

questionnaires were issued, and 322

questionnaires were returned, of which 305 questionnaires were valid, with the effective

rate of 94.1%. In this study, 305 questionnaires were used as the research samples. The descriptive statistical analysis of the research subjects mainly involved gender, marital status, age, teaching age, and education level.

Among the respondents, the majority of secondary vocational teachers in this study were females, accounting for 94.4%; in terms of marital status, 36.7% were married, and the unmarried ratio was 63.3%; most students were basically under 25 years old, accounting for 49.8%; the teaching age was basically 1-5 years, accounting for 63%; their education level is basically below junior college, accounting for 77.7%.

Reliability analysis

The reliability analysis was conducted on the scales used in this study.

(1) Job pressure scale

The reliability of the job stress scale means

the internal consistency α coefficient of the 23

item variables, which was 0.919, indicating that the reliability of this scale is very good.

(2) Job satisfaction scale

The non-standardized alpha coefficient of the

job satisfaction scale was 0.875, the

standardized alpha coefficient was 0.887, and the number of items was 30, indicating that the internal reliability of this scale is very good and no correction is required.

(3) Professional identity scale

The non-standardized α coefficient value of

this scale was 0.807, the standardized α

coefficient value was 0.806, and the number of items was 5, indicating a very good reliability.

(4) Core self-evaluation scale

The non-standardized α coefficient value of

this scale was 0.821, the standardized coefficient value was 0.809, and the number of items was 7, indicating a very good internal reliability.

HYPOTHESIS TESTING

Confirmatory factor analysis

Confirmatory factor analysis (CFA) is used to test the nature of the parameters or the number of factors in the factor analysis. It can also modify models and observe measurement items. For the CFA of the standardized coefficient, the model factor load should be a positive number, which is ideal over 0.7, or acceptable over 0.6, while SMC (squared multivariate correlation) is ideal over 0.5, and or acceptable over 0.36.

(6)

36

Table 1.

Convergent validity

Construct Item Significant estimate

Factor

load SMC

Composite

reliability Convergent

validity

UnStd S.E. Tvalue P Std SMC CR AVE

Professional identity

OI4 1 .480 .530

.776 .554

OI2 2.529 .598 4.228 *** .955 .912

OI1 2.132 .424 5.029 *** .721 .520

Core self-evaluation

CSE8 1 .721 .520

.842 .517

CSE7 1.134 .151 7.525 *** .783 .613

CSE5 1.044 .144 7.245 *** .747 .558

CSE3 1.056 .160 6.582 *** .671 .550

CSE10 .911 .139 6.547 *** .667 .545

Job satisfaction

JSA_FEP_AVE 1.000 .543 .495

.772 .539

JSA_JI_AVE 1.351 .269 5.024 *** .854 .729

JSA_JE_AVE 1.175 .223 5.280 *** .770 .593

Job pressure

JST_RS_AVE 1.000 .694 .582

.836 .631

JST_IR_AVE 1.365 .183 7.461 *** .824 .679

JST_MS_AVE 1.735 .233 7.447 *** .855 .731

The load factors of professional identity measurement model were: 0.77, 0.89, and 0.64, and the SMCs were: 0.59, 0.80, and 0.42. The load factors of the core self-evaluation measurement model were: 0.67, 0.75, 0.78, 0.72, 0.67, and the SMCs were: 0.45, 0.56, 0.61,0.52, 0.45. The load of each factor in the job satisfaction measurement model was 0.63, 0.82, and 0.92, and the SMCs were: 0.40, 0.67, and 0.85. The factor loads of the job pressure measurement model was 0.69, 0.82, 0.86, and the SMCs were: 0.48, 0.68, 0.73. All the above indicators have reached the suggested values proposed by Hair and other scholars.

Convergent validity and discriminant

validity

According to Fornel and Larcker, the convergent validity is based on three principles: the reliability of individual items, the composite reliability (CR), and the average variance extracted (AVE). Among them, the reliability index of individual item is evaluated by factor load, which should exceed 0.5 and reach a significant level; the composition reliability needs to exceed 0.7; and the AVE of each variable must be greater than 0.5. All indicators in this study met the above criteria and had convergent validity. In addition, the AVE of each variable was greater than the sum of the squares of the correlation coefficients, indicating a distinct discriminant validity between the variables. The correlation coefficient between any two latent variables is used to test that it is

significantly less than 1, and that the scale has discriminant validity (Table 1).

EMPIRICAL ANALYSIS AND RESULTS

Test of overall model fitness

The model fitness test is to judge whether the theoretical model constructed can reasonably explain the actual data, that is, the external quality of the model. The overall model fitness

indicators include: (1) χ2_{/ df ratio is less than 3,}

meeting the standard. (2) The GFI value is 0.94, over 0.9. (3) The AGFI value is 0.91, over 0.9. (4) The RMR value is 0.054, below 0.08, indicating that the model is reasonably acceptable. (5) The IFI value is 0.98, which is greater than 0.9. On the whole, all the indicators reached the ideal standard, indicating that the model is reasonably acceptable and the model has good external quality.

Path relationship test

The empirical test results of hypothetical paths in this study are shown in Table 2 below, in which the four hypothetical paths in the model have reached a significant level.

(1) he relationship between professional identity and work stress

The estimated value of the relationship between the professional identity and work stress was -0.39, and it reached a significant level

of p<0.001, indicating that there is a significant

correlation between the two, so the H1 hypothesis in this study holds.

(7)

Table 2.

Empirical analysis results of structural models

Research hypothesis Variable relation Estimates p Test Results

H1 Professional identity-work stress -0.39 *** Yes

H2 Core self-evaluation-work stress -0.51 *** Yes

H3 Professional identity-job satisfaction 0.65 *** Yes

H4 Work stress-job satisfaction -0.35 *** Yes

Note: *** p <0.001; the estimated value is a standardized coefficient.

Table 3.

Test of mediating effect of professional identity on job satisfaction

Variable Point estimate Multiplication

Bootstrapping Bias-Corrected 95% CI

SE Z Lower Upper

Total Effects Professional identity-Job

satisfaction 0.592 0.077 7.69 0.460 0.751

Indirect Effects Professional identity-Job

satisfaction 0.105 0.035 3 0.051 0.188

Direct Effects Professional identity-Job

satisfaction 0.487 0.071 6.86 0.359 0.641

Table 4.

Test of mediating effect of core self-evaluation on job satisfaction

Variable Point estimate Multiplication

Bootstrapping

Bias-Corrected 95% CI

SE Z Lower Upper

Total Effects

Core self-evaluation-Job satisfaction 0.091 0.020 4.55 0.059 0.138

Indirect Effects

Direct Effects

(2) The relationship between core self-evaluation and work stress

The estimated value of the relationship between the core self-evaluation and work stress was -0.51, and reached a significant level

of p <0.001, so the H2 hypothesis in this study

holds.

(3) The relationship between professional identity and job satisfaction

The estimated value of the relationship

satisfaction was 0.65, and it reached a significant

level of p <0.001, so the H3 hypothesis in this

study holds.

(4) Relationship between work stress and job satisfaction

The estimated value of the relationship between work stress and job satisfaction was

-0.35, and it reached a significant level of p

<0.001, so the H4 hypothesis in this study holds.

5.3 Testing the mediating effect of work stress

Testing the mediating effect of professional identity on job satisfaction

According to Andrew F. Hayes: the execution results are arranged in order, so as to form a confidence interval, and then check whether the interval includes 0; if no 0, it means that the indirect effect is not 0, and the mediating effect exists; otherwise, the mediating effect does not exist. In table 3 below, the Z-value of the indirect effect was over 3, and the Bias-Corrected 95% CI was between [0.051, 0.188], indicating that the indirect effect exists significantly; similarly, the direct effect exists significantly. Therefore,

(8)

38

professional identity has a partial mediating effect on job satisfaction.

Testing the mediating effect of core self-evaluation on job satisfaction

According to Andrew F. Hayes: the execution results are arranged in order, so as to form a confidence interval, and then check whether the interval includes 0; if no 0, it means that the indirect effect is not 0, and the mediating effect exists; otherwise, the mediating effect does not exist. In table 4 above, the Z-value of the indirect effect was over 3, and the Bias-Corrected 95% CI was between [0.000,0.000], indicating that the indirect effect exists significantly, with no direct effect. Therefore, Core self-evaluation has a full mediating effect on job satisfaction.

CONCLUSIONS

Through the investigation and analysis for the job satisfaction of vocational education teachers in Jiangxi Province, this paper studies the correlation between professional identity, core self-evaluation, work stress, and job satisfaction, and finds that there is a significant negative correlation between professional identity and work stress, core self-evaluation and work stress, and work stress and job satisfaction, and a significant positive correlation between professional identity and job satisfaction. The main conclusions are as follows:

(1) Partial mediating effect of work stress

satisfaction

Work stress plays a partial mediating effect

satisfaction, that is, professional identity directly affects job satisfaction through work stress. In this study, it has important practical significance for the vocational education teachers. Firstly, the mediating effect further indicates that the influence mechanism of vocational education teachers 'professional identity on their job satisfaction is complex, not a simple linear relationship, and also affected by other factors; secondly, the findings about the partial mediating effect of work stress is helpful for turning abstract theoretical problems into practical problems. For instance, improving the job satisfaction of vocational education teachers can not only mobilize their subjective initiative, and introduce policies to enhance their

professional development and increase

professional identity, but also reduce their work stress from the social, organizational, and personal levels. It should be noted that the impact of work stress on professional identity and job satisfaction is limited, and it is undeniable that there may be other internal and external influencing factors.

(2) Full mediating effect of work stress

satisfaction

The work stress has a full mediating effect

satisfaction, that is, core self-evaluation affects job satisfaction only through work stress. In this study, it is also of great theoretical and practical significance for vocational education teachers. First, at the theoretical level, core self-evaluation cannot directly affect job satisfaction, but requiring the full mediating effect of work stress. This conclusion has its profound internal mechanism, i.e., the higher core self-evaluation means a better emotional stability of vocational education teachers, and higher internal and external control characteristics and self-esteem. Therefore, vocational education teachers are more likely to combine organizational goals with self-realization, and have higher self-efficacy and reasonable control of emotions in the face of work tasks, so as to solve work problems smoothly, and reduce work stress. Secondly, at the practical level, in view of the low job satisfaction of some vocational education

teachers, schools and other relevant

departments should give full play to the positive interaction function of social network platforms, provide humane care for them, and conduct professional exchanges and resources sharing, in order to improve the core traits of core self-evaluation such as individual emotional stability, internal and external control, and self-esteem of vocational education teachers.

Acknowledgement

The research topic of the National Education and Science Planning for young scholars in the Year of 2019 "Research on the Construction of a Selection Index System for a Vocational Education-Production-Integrated Enterprise" (No. EJA190484); the chairman: Xueshi Wu.

REFERENCES

(9)

teachers’ job satisfaction—taking chuzhou in

anhui as an example. Journal of Shanxi Xueqian

Normal University, (1), 109-115.

Blau, G. J. (1985) The Measurement and Prediction

of Career Commitment. Journal of Occupational

Psychology, 58(4), 277-288.

Chen, H., Gan, Y. Q. & Wen, Y. (2010). An empirical research on the theoretical construct of chinese

core self-evaluation. Acta Scientiarum

Naturalium Universitatis Pekinensis, (1),141-146. Fielstein, L., & Phelps, P. (2002). New teacher concepts: theory and practice of teacher

education. Beijing: China Light Industry Press.

Fu, C. (2012). Research on female kindergarten

teachers’ professional development status quo

and strategies. Shandong Normal University,

40-44.

Fu, G. Q. (2013). A research on professional identify

of transferred teachers in kindergarten. Sichuan

Normal University, 26-28.

Gan, Y. Q., & Xi, Z. Z. (2007). A new component of core self-evaluation in predicting burnout:

collective self-esteem. Acta Scientiarum

Naturalium Universitatis Pekinensis, 43(5), 709-715.

Gaziel, H. H. (1995). Sabbatical Leave, Job Burnout and Turnover Intensions amoung Teachers.

International Journal of life-long Education, 14(4), 331-338.

Huang, C. Y., & Feng, M. H. (2005). Research on control sources of graduate students in mainland,

Hong Kong And Macao. Guangdong Medical

Journal, (2), 251-252.

Li, Y. H., & Zhang, L. C. (2010). A case study of core

self-evaluation of college students. Journal of

Hubei University of Economics (Humanities and Social Sciences), (2), 157-159.

Liang, H. J., & Feng, X. X. (2004). A Study on the status and causes of preschool teachers' job

burnout in Beijing. Studies in Early Childhood

Education, (5), 32-35.

Liu, X. M. (2004). Relationships between professional stress, teaching efficacy and burnout among primary and secondary school

teachers. Psychological Development and

Education, (6), 56-61.

Liu, X. N. (2011). Preschool teachers' occupational

stress and psychological adjustment. Theory

Research, (6),1 77-178.

Ma, W. N., Sang, B., & Hong, L. M. (2008). A Review of the Research on Psychological Elasticity and Its

Mechanism. Journal of East China Normal

University (Educational Sciences), (1), 89-96. Moore, M., Hofam, J. E. (1998). Professional Identity

in Institutions of Her Learning in Israel. Higher

Education, 17(1), 69-79.

Pan, X., Wang, J., & Zheng, Z. J. (2010). Analysis-how job pressure mediates psychological health of

college teachers in Shaanxi. China Journal of

Health Psychology, (1), 29-32.

Pan, Y. (2014). A study on the professional identification, organizational identification and innovation behavior of Chinese college faculty.

Southwestern University of Finance and Economics,30-33.

Qin, X. F., & Sun, Y. F. (2011). On the Subsist Status of Preschool Teachers in Kindergartens Having

Different Organization Systems. Studies in Early

Childhood Education, (10), 28-33.

Qin, Y. (2008). Study on Structural Elements and Key Themes of Kindergarten Teachers' Professional

Identity. Nanjing Normal University, 25-27.

Rao, S. Y. (2010). The Influential factors and internal

psychological mechanism of teacher's

occupational stress. Education Research Monthly,

(7), 64-67.

Shi, J. T. (2003). Organizational behavior. Petroleum

Industry Press, 87-88.

SuKyoung Park, S. K. (2009). Through the Voice of Inducting Teachers in Korea: The Journey to

Become an Early Childhood Education. The

University of Georgia.

Sun, R. Q. (2007). The research of preschool teacher

professional role identity. Liaoning Normal

University, 50-52.

Sun, Y. H. (2008). Influence of Teachers’ Professional

Identity on the Sense of Well-being. Journal of

Ningbo University (Educational Science Edition), (5), 70-73.

Tan, R. H. (2009). Problems, causes and improvement strategies of current preschool

teachers' professional identity. Studies in Early

Childhood Education, (12), 49-51.

Wang, F. L., & Xing, S. Y. (2002). Thoughts on

preschool teachers' mental health. Basic

Education Research, (2), 82-83.

Witt, S. C. (2010). Becoming a teacher: an interpretive inquiry into the construction of

pre-service teachers’ teaching identity.science and mathematics education CERTRE, curt in university of technology.

Yao, M. L. (2015). Satisfaction survey of rural

preschool teachers' job. Journal of Shanxi

Xueqian Normal University, (6), 29-31.

Zhai, Y. (2006). Factors affecting teachers 'professional development from the perspective of preschool teachers' professional identity.