人生百年，立于幼学。随着我国教育的不断改革和发展，民办幼儿园已经成为我国学龄前教育中重要的组成部分，其中幼儿教师又是学龄前教育阶段的重要参与人，是幼儿成长过程中重要的启蒙老师，所以幼儿教师的素质和水平是学前教育质量的决定性因素。幼儿园是孩子们教育中最基础的阶段，对社会发展起着至关重要的作用。民办幼儿教师具有独特的劳动特点、心理特征和学历结构，传统的幼儿园管理模式，多数是基于教师和幼儿园签订协议和制度的规定，单方面强调教师要不计名利、恪守为师之道，以及以物质激励为主的激励措施要求教师努力工作，或者会采用考核指标的手段迫使教师增加投入值，但这并不能真正触及幼儿教师的心灵，难以起到很好的激励作用，激励效果不佳。幼儿教师这类知识型员工的工作积极性虽然很大程度上会受到价值观以及自身道德认识的影响，但是更重要的还是会受到幼儿园管理对教师激励措施的影响。

本研究从教师心理契约的视角，以B民办幼儿园的幼儿教师作为研究对象，从民办幼儿园实际出发，借助心理契约理论，分析幼儿园现有教师激励措施的现状，并通过问卷调查和访谈的方法，研究目前B民办幼儿园激励措施存在的问题。研究结果显示，B民办幼儿园教师对于激励措施的满意度相对还不错，但在有些方面还存在一些问题，主要体现在薪酬待遇、员工福利待遇、工作保障、民主管理方式、教师关怀、支持愉悦的人际环境、职业生涯规划和培训需求等方面。因此，本研究借助心理契约作为理论，以教师的心理契约为视角对目前B民办幼儿园教师激励措施存在的问题以及问题的原因进行分析，从心理契约中的三个维度规范责任维度、人际责任维度和发展责任维度出发对民办幼儿园教师激励措施提出以下优化建议。首先，在规范责任维度上提出：建立科学的工资绩效体系，满足教师差异化需求；构建完善的福利待遇结构，提升教师归属感；改善教师工作环境，增加教师工作幸福感和安全感。其次，在人际责任维度上提出：转变管理理念，提高教师参与民主管理力度；重视个性化关怀，如设立弹性的管理制度；构建支持、和谐、愉悦的人际环境。最后，在发展责任维度上提出：设计教师职业规划，明确教师发展方向；构建个性化培训和指导，提升教师的专业技能；制定公平的教师评价和晋升制度，增强教师工作成就感。从而，进一步完善民办幼儿园教师的激励管理，实现民办幼儿园教师的职业发展与幼儿园的可持续发展双赢的局面。

A hundred years of life, standing in the education of preschool. With the continuous development and reform of education in China, private kindergartens have become an important part of preschool education in China. Among them, preschool teachers are also important participants in preschool education, and important enlightening teachers in the process of children's growth. Therefore, the quality and level of preschool teachers are decisive factors in the quality of preschool education. Kindergarten is the most basic stage of children's education and plays a vital role in social development. Private preschool teachers have unique labor characteristics, psychological characteristics and educational structure. Most of the traditional kindergarten management models are based on the provisions of agreements and systems signed between teachers and kindergartens, which unilaterally emphasize that teachers should ignore fame and fortune, adhere to the principle of being teachers, and require teachers to work hard with incentives based on material incentives, or use assessment indicators to force teachers to increase their input value, This does not really touch the hearts of preschool teachers, and it is difficult to play a good incentive role, and the incentive effect is poor. Although the enthusiasm of knowledge workers such as kindergarten teachers will be greatly affected by their values and their own moral awareness, the more important thing is that they will be affected by the kindergarten management's incentive measures for teachers.

This study is studied from the psychological contract perspective, taking the teachers of private kindergarten B as the research object, starting from the actual situation of kindergarten, use the psychological contract as theory, analyzes the current work motivation of kindergarten teachers, and studies the problems of the current incentive measures of private kindergarten B through questionnaires and interviews. The research results show that the satisfaction of B private kindergarten teachers with incentive measures is relatively good, but there are still some problems in some aspects, mainly reflected in salary, employee welfare, job security, democratic management, teacher care, supportive and pleasant human environment, career planning and training needs. Therefore, use the psychological contract theory as help, this study analyzes the problems and causes of the current incentive measures for B private kindergarten teachers, and optimizes the incentive measures from the three dimensions of psychological contract, namely, normative responsibility, interpersonal responsibility and development smashing. First of all, in the dimension of normative responsibility, it is proposed to establish a scientific salary performance system to meet the differentiated needs of teachers; build a perfect welfare structure to enhance teachers' sense of belonging; improve the working environment of teachers and increase their sense of happiness and security. Secondly, in the dimension of interpersonal responsibility, it is proposed that: change the management concept and improve teachers' participation in democratic management; pay attention to personalized care, such as the establishment of flexible management system; build a supportive, harmonious and pleasant interpersonal environment. Finally, in the dimension of development responsibility, it is proposed that: help teachers design career plans and clarify the direction of teacher development; build personalized training and guidance to improve teachers' professional skills; develop a fair system of teacher evaluation and promotion to enhance teachers' sense of achievement. Thus, we can further improve the incentive management of private kindergarten teachers, and achieve a win-win situation between the professional development of private kindergarten teachers and the sustainable development of kindergartens.