本研究主要调查了中国幼儿教师的师生关系与其幸福感所包含的各维度因素之间的关联；同时，本研究还深入探讨了幼儿教师如何运用教师浮力来战胜他们日常 工作中所面临的各种挑战。本研究主要包含三个部分：第一、二阶段的量化研究和第三阶段的质性研究。

首先，关于第一阶段的量化研究，由于以往研究中已经发现幼儿教师在建立积极的师生关系以促进儿童发展方面具有情绪调节功能，但不同质量的师生关系与幼儿教师幸福感不同维度因素之间的关系还需要进一步的探索。因此，在这一研究阶段，本研究采用横断面研究方法，在 2022 年从广东省、四川省及黑龙江省等地区的 40 多所幼儿园收集了 610 名幼儿教师的数据。所有参与者均完成了师生关系简易量表(STRS-SF)、教师效能感量表(TES)、教师工作满意度量表(TJSS-9)、10 项抑郁量表(CES-D-10)和情绪调节问卷(ERQ)。结果表明，中国幼儿教师的师生关系与教师幸福感之间存在显著相关。保持积极的师生关系(更亲密，更少冲突)的教师往往有更高的自我效能感和工作满意度，以及更低的抑郁水平。同时，本研究还发现情绪调节在师生关系与教师幸福感之间起部分中介作用。 这一研究结果证明了师生关系对幼儿教师幸福感的影响，同时也强调了幼儿教师情绪调节在构建师生关系和提高教师幸福感之间的重要作用。

其次，在第二阶段的量化研究部分，本研究着重探讨了幼儿园初任教师和资深教师在师生关系、工作满意度、自我效能感、抑郁倾向四个方面的差异。同时，也进一步调查了幼儿教师的师生关系与工作满意度、自我效能感和抑郁的关系。本阶段的研究结果显示，幼儿园初任教师在上述四方面的表现低于资深教师。然而，研究显示，通过调整师生关系与教师工作满意度、自我效能感和抑郁的相互关系，某种程度上可以改善幼儿园初任教师的劣势地位。

最后，在研究的第三阶段，为了帮助幼儿园初任教师更好地克服工作领域的“现实冲击”、促进我国幼儿园教师队伍的稳定及专业发展，本研究采用了质性研究的方法，对幼儿园初任教师所面临的日常工作挑战进行了深入了解。通过质性研究中内容分析的归纳和演绎方法，本研究总结了幼儿园初任教师所面临的四方面工作挑战，这些日常挑战主要关于幼儿的情绪和行为问题、幼儿园繁重且多样化的工作任务、以及幼儿家长的误解和不信任。最后，本研究引入了“教师浮力”这一概念，它与教师抗逆力相关，但与教师抗逆力主要用于解决个体面临的重大挫折境遇不同，教师的浮力主要适用于应教师工作中所面临的细微、频繁、但持续的日常挑战。在这一概念的引导下，本研究最终建构出了幼儿园教师运用浮力应对日常工作挑战的模型。

This study primarily investigates the association between teacher-student relationships and dimensions of well-being among Chinese early childhood education (ECE) teachers. Meanwhile, it also explores how ECE teachers utilize ‘teacher buoyancy’ to overcome various challenges they face in daily work. This research comprise three parts: the first and second phase of quantitative research and the third phase of qualitative research.In the first stage, considering ECE teachers have emotion regulation functions in building positive teacher–student relationship to enhance children development; however, little is known about the association between different dimensions of teacher–student relationships and different aspects of ECE teachers’well-beings, especially for ECE teachers in China. Therefore, this study examines associations between teacher–student relationships, teacher well-being, and emotion regulation in Chinese ECE teachers. A cross-sectional study was performed and the data were obtained from 610 ECE teachers in China. All of them completed the Student–Teacher Relationships Scale-Short Form (STRS-SF), Teacher Efficacy Scale (TES), Teacher Job Satisfaction Scale (TJSS-9), 10‐item Version of the Depression Scale (CES‐D‐10), and Emotion Regulation Questionnaire (ERQ). The results indicated that there was a significant relationship between teacher–student relationships and teacher well-being for Chinese ECE teachers. Teachers who maintained positive teacher–student relationships (more closeness and less conflict) tended to have a higher level of self-efficacy and job satisfaction and a lower level of depression. Furthermore, it was found that emotion regulation partially mediated the relationships between teacher–student relationships and teacher well-being. These findings support the significance of teacher–student relationships for ECE teachers’ well-being, and also highlight the important role of teachers’ emotion regulation in building teacher–student relationships and enhancing teacher well-being. In addition, implications and limitations of the results are identified.In the second stage, this study investigated the differences between novice and experienced ECE teachers’ teacher–studentrelationships, job satisfaction, self-efficacy, and depression tendencies. It also examined the relationships between teachers’ teacher-student relationships and their job satisfaction, self-efficacy, and depression. The findings of at stage indicated that novice ECE teachers underperform in these four aspects compared with experienced teachers. However, the inferior position of novice ECE teachers might be changed by adjusting the interrelationships between teacher-student relationships and teachers’ job satisfaction, self-efficacy, and depression. Additionally, some suggestions which aiming to help novice ECE teachers to overcome their ‘reality shock’ and to enhance their professional development were provided. In the third stage, in order to support ECE teachers to overcome their everyday challenges and promote the stability and professional development of ECE teachers in China, this study explored how they effectively overcome these challenges through ‘teacher buoyancy’. A qualitative research methodology was adopted in this study. By utilizing inductive and deductive content analysis methods, four key aspects of the everyday challenges encountered by ECE teachers were identified, including children’s emotional and behavioural issues, diverse tasks assigned by school, as well as misunderstanding and lack of trust from children’s parents. The concept teacher buoyancy differs from teacher resilience, as it primarily addresses the continuous daily challenges encountered by teachers in their work, rather than major setbacks faced by individuals. Therefore, under the guidance of this concept, this study finally constructed a model of ECE teachers utilizing buoyancy to cope with everyday challenges in workplace.