本研究以角色情境理论模型为基础，对北京市七位研究生学历新任幼儿教师的进行质性访谈，对其职业角色压力产生与应对的动态情境进行分析。归纳研究生学历一线幼儿教师，在入职的1-2年内存在的角色压力表现、影响因素和应对自身职业角色压力的方式，并在此基础上探讨角色发送者——教师工作环境中的管理者等他人，与角色接收者——教师本人对于研究生学历新任幼儿教师的角色认知差异。

高职业角色压力组与低职业角色压力组的情境对比分析，反应出高角色压力并非绝对消极状态，低职业角色压力也可能是教师对于职业了解不够深入所导致。研究生学历新任幼儿教师的角色，给教师带来压力的同时，也一定程度上促进了教师的专业成长。对访谈结果进行梳理，研究生学历新任幼儿教师普遍面对表现为角色模糊与冲突的职业角色压力。大部分参与教师采用积极行动的方法应对自身职业角色压力。职业角色既是教师的压力源，也是教师成长的刺激令。

教师职业角色压力的影响因素包括：园所组织环境中的工作任务、职业待遇、制度规范与工作环境；个人因素中的个性特征、价值理念、能力水平与需求规划；人际关系因素中的他人评价、他人期望、交流参与人际氛围。组织、个人与人际关系的影响因素作用于角色期望与主体认知，其间的落差加剧了幼儿教师职业角色压力。

本文总结了研究生学历新任幼儿教师应对职业角色压力的完整过程，发现实际工作环境中，新任研究生幼儿教师角色压力的应对存在直接反馈与延迟反馈两种路径。依据职业角色压力的影响因素从园所管理者与教师的角度尝试提出可行的建议。

Based on the role-context theory model, this study conducted qualitative interviews with seven new preschool teachers with postgraduate degrees in Beijing, and analyzed the dynamic situation of their generation and response to the pressure of their professional roles. Graduate degree a gleam of preschool teachers, "the role stress performance of 1 to 2 years, influence factors and their own professional role stress, and on this basis discusses roles sender - teachers managers and others in the work environment, and the role of the receiver - the new preschool teachers of teachers themselves for graduate degree in the role of cognitive differences. The comparison and analysis of the situation between the high-role pressure group and the low-role pressure group indicate that the high-role pressure is not an absolute negative state, and the low-role pressure may also be caused by the lack of in-depth understanding of the teacher's career. The new role of preschool teacher brings pressure to teachers and promotes their professional growth to some extent. After combing the interview results, the new preschool teachers with postgraduate education generally face the pressure of their professional roles, which are characterized by ambiguous and conflicting roles. Most of the participating teachers adopted a proactive approach to deal with the pressure of their professional roles. The professional role is not only the pressure source of teachers, but also the stimulation of teachers' growth. The influencing factors of teachers' occupational role pressure include: the working task, the professional treatment, the system standard and the working environment in the kindergarten; Personality characteristics, value concept, ability level and demand planning in individual factors; Interpersonal factors, such as others' evaluation, expectations, communication and interpersonal atmosphere. The influence factors of organization, individual and interpersonal relationship act on role expectation and subject cognition, and the gap between them intensifies the pressure of preschool teachers' professional role. The paper summarizes the whole process of the new preschool teachers with postgraduate education to deal with the pressure of their professional roles. It finds that in the actual working environment, there are two ways to deal with the pressure of their roles: direct feedback and delayed feedback. According to the influencing factors of occupational role pressure, some feasible Suggestions are put forward from the perspective of kindergarten managers and teachers.