Study on the Impact Mechanism of Job Stress on Digital Literacy of Preschool Teachers in Western China
Digital literacy of teachers is essential to reshaping their professional values,and realising of the dig-ital strategic plan and advancing the digital education. To examine the digital literacy of preschool teachers in western China,and explore the mechanism between digital literacy and job stress. The research was conducted with 1036 preschool teachers in western China as respondents. Digital literacy questionnaire for preschool teachers,work feelings scale and emotional labor scale were adopted for the survey,and data was analyzed through correlation analysis and logistic regression. The results found that the digital literacy of preschool teachers is moderately,uneven development across dimensions. The job stress of preschool teachers negatively predicts their digital literacy,with the workload negatively predicts digital technology knowledge and skills,digital applications and professional development,but teaching autonomy positively predicts teachers' digital technology knowledge and skills,professional development;and the emotional labor plays a regulatory role be-tween job stress and digital literacy.Therefore,enhancing teachers' digital literacy requires adequate resource support,improving teachers' digital technology knowledge and skills,reducing teachers' work burden,and enhancing the appropriateness of teachers' emotional job strategies.
digital literacyjob stressemotional laborpreschool teacherswestern China
万方数据
维普
