Current Status and Influencing Factors of Social Support for Rural Early Childhood Teachers


  • Yuping Cao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia; Faculty of Teacher Education, Yuxi Normal University; Yuxi, Yunnan, China
  • Lydia Yoke Yean Foong Centre for Future Learning, Taylor’s University, Malaysia
  • Tingxiu Zhang Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
  • Jinyao Li Faculty of Teacher Education, Yuxi Normal University; Yuxi, Yunnan, China
  • Chengjun Zhang Faculty of Teacher Education, Yuxi Normal University; Yuxi, Yunnan, China



Social Support, Rural Early Childhood Teachers, Influencing Factors


The development of rural preschool education can not be separated from rural early childhood teachers.  Research has indicated that social support is associated with better work performance of teachers. The social support scale was used to study the social support status of rural preschool teachers in Yunnan Province of China. The results show that the social support level of rural early childhood teachers is medium; the level of perceived social support is influenced by factors such as age, total monthly income, and educational level.


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How to Cite

Cao, Y., Lydia Yoke Yean Foong, Zhang , T., Li, J., & Zhang, C. (2024). Current Status and Influencing Factors of Social Support for Rural Early Childhood Teachers. Environment-Behaviour Proceedings Journal, 9(27), 315–320.