The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China - An Empirical Study Based on Multiple Counties in Hubei Province

Oct 15, 2026

Uploaded by Mary Man

Professional pressure among rural China’s preschool teachers is tightly linked to workforce stability and children’s development. An empirical study of 734 teachers across 155 rural preschools in three national-level poverty-stricken counties and one non-poverty county in Hubei Province finds higher professional pressure than expected, with about 44.47% rating it high but not at severe burnout. Using the Demand-Control-Support framework, key sources include children- and parent-related work demands, especially parents’ heightened emphasis on safety, knowledge, and skills. Ordered Probit results highlight workload and children in difficulty, perseverance and professional identity, staffing status and salary satisfaction, family and workplace support, and demographic differences such as age and Hukou, alongside inter-county variation.

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Abstract

Background and Significance

Study Design and Key Findings

The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province Xin Gong, Caixing Niu, Jing Wang Central China Normal University, Wuhan 430079, Hubei, China Abstract. The professional pressure ofpreschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who arefor the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working. | Best Evid Chin Edu 2020; 6(1): 715-738.
Doi: [10.15354/bece.20.ar070](10.15354/bece.20.ar070). | | --- | | How to Cite: Gong, X., Niu, C., & Wang, J. (2020). The status quo, sources and influencing factors ofprofessional pressure faced by preschool teachers in rural China: An empirical study based on multiple counties in Hubei province. Best Evi
dence in Chinese Education, 6(1): 715-738. | Keywords: Rural China; Preschool Teachers; Professional Pressure; Influencing Factors About the Authors: Caixing Niu, School of Education, Central China Normal University, Wuhan 430079, Hubei, China. Email: [1508932191@qq.com](1508932191@qq.com) Jing Wang, School of Education, Central China Normal University, Wuhan 430079, Hubei, China. Email: [936664837@qq.com](936664837@qq.com) Correspondence to: Xin Gong, Associate Professor, School of Education, Central China Normal University, Wu han 430079, Hubei, [China. Email: gongxin@mail.ccnu.edu.cn](China. Email: gongxin@mail.ccnu.edu.cn) Funding: This study was supported by the Humanities and Social Science Research Youth Fund Project ofthe Ministry of Education "Research on the Source and Flow of Preschool Teachers in Poor Rural Areas in Hubei Province" (16YJCZH022). Conflict of Interests: None. © 2020 Insights Publisher. All rights reserved. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea tive Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by](http://www.creativecommons.org/licenses/by)nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher. Question F OR the survival and development of rural preschool teachers, it is not only necessary to pay attention to their performance and ability, but al

FAQs

What does the study conclude about the level of professional pressure among rural preschool teachers?

Rural preschool teachers face greater professional pressure overall. About 44.47% report high pressure, while it has not yet reached the level of high burnout.

According to the Demand-Control-Support model, where does the main pressure come from?

The main pressure stems from work requirements related to children and parents, especially parents’ excessive focus on safety as well as children’s knowledge and skills.

Which factors are identified as influencing professional pressure in the ordered probit results?

Work factors (e.g., workload and the number of children in difficulty), control factors (perseverance and professional identity), support factors (staffing status, salary satisfaction, family support, and work support), and demographic variables such as age and Hukou are significant, with some inter-county differences.

Oct 15, 2026

Uploaded by Mary Man