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

Yuping Cao; Lydia Yoke Yean Foong; Tingxiu Zhang; Jinyao Li; Chengjun Zhang

doi:10.21834/e-bpj.v9i27.5729

Authors

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

DOI:

https://doi.org/10.21834/e-bpj.v9i27.5729

Keywords:

Social Support, Rural Early Childhood Teachers, Influencing Factors

Abstract

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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