A Study on the Relationship Between Psychological Resilience and Communication Ability of Preschool Teachers Under the “Double Reduction” Policy

Abstract

The “Double Reduction” policy emphasizes the reduction of students’ academic burdens to enhance the high-quality development of preschool education, which places higher demands on the qualities and roles of preschool teachers. Psychological resilience and communication ability are increasingly recognized as essential factors for preschool teachers to effectively adapt to educational reforms and new environments. Therefore, this study aims to explore the relationship between preschool teachers’ psychological resilience and communication ability, as well as the impact of psychological resilience on communication ability. The subjects of the study were 183 teachers from kindergartens in Region G, and the research tools used were self-assessment scales for psychological resilience and communication ability for preschool teachers. Data analysis was conducted using Pearson correlation analysis and multiple regression analysis to examine the relationship between psychological resilience and communication ability among preschool teachers, and to identify the predictive variables of psychological resilience that influence communication ability. The results showed that, firstly, there is a significant positive correlation between preschool teachers’ psychological resilience and communication ability. Secondly, the analysis of the impact of psychological resilience on teachers’ communication ability revealed that self-efficacy, social support, and professional involvement, as dimensions of psychological resilience, have strong explanatory power regarding preschool teachers’ communication ability. Therefore, this study reveals that psychological resilience is a relevant variable for improving communication ability among preschool teachers, providing new perspectives and strategies for the training and development of kindergarten teachers, and serving as an important reference for kindergarten administrators when formulating relevant policies.