当前，学前阶段优质教育资源的供给现状与人民群众对高质量学前教育的需求并不匹配。提高幼儿教师队伍整体素质是提高学前阶段教育质量的关键。幼儿教师职业认同是促进幼儿教师职业发展与专业发展水平提升的重要前提。已有关于提升教师职业认同的研究多集中在微观的个人反思层面和宏观的社会政策层面，而缺少中观层面如何提升幼儿教师职业认同的探讨。社会资本是嵌入在社会网络关系中影响个体与组织发展的重要资源。行动者对行动和事件的反应不仅受自身行为影响，也受包含着其他行动者的网络的影响。本研究试图探讨教师组织内个体社会资本水平及其对教师职业认同的影响，在中观层面探讨提升幼儿教师职业认同的有效路径。 研究基于社会网络分析视角，采用问卷调查法和访谈法收集资料，向山东省、山西省和江西省的42所幼儿园全体教师发放问卷，采用Excel、SPSS20.0、UCINET6.4和Netminer3.0对幼儿教师组织内个体社会资本水平进行分析。依据数据分析结果，对其中24所幼儿园园领导和普通教师进行访谈，分析组织内具有高、低社会资本的教师个体的特征和影响因素，进而探讨组织内教师个体社会资本的形成机制。最后，采用多层线性分析方法对组织内社会资本对职业认同的影响进行研究。研究发现： 不同组织结构形式下幼儿教师的组织内个体社会资本呈现明显差异，不同职位幼儿教师的组织内个体社会资本有显著差异，但教师组织内个体社会资本并不与职位完全一致。从教师连带网络的角度看：友谊网、咨询网、熟人网和信任网中教师的组织内个体社会资本情况具有很大相似性，其中咨询网中领导层的组织内个体社会资本的丰富程度变化最大。在总体水平上，除个别园领导和少部分中层领导以外，大多数领导层组织内个体社会资本普遍较高，普通教师是低组织内个体社会资本最主要的群体，新教师是组织内个体社会资本最低的群体。从组织结构形式来看：直线制组织形式和矩阵型组织形式单向网中，园领导的组织内个体社会资本较高；直线职能制组织形式中，中层领导成为组织内个体社会资本最高的群体；矩阵型组织形式的双向社会网络中教师间的组织内个体社会资本差异不大。 幼儿教师的行为心理和专业品质是影响教师组织内个体社会资本的最主要的两大因素。行为心理主要包括性格特征、人格特质和行为特征，专业品质主要包括专业理念、知识结构、能力结构和专业精神。专业品质并不是教师组织内个体社会资本的决定因素，专业品质高但行为心理不够健全的教师组织内个体社会资本能力并不高，只有当教师在教学中无法独立完成教学任务时，教师的专业品质才会影响教师组织内个体社会资本。另外，教师的临近距离是高组织内个体社会资本影响因素，生育因素和家庭背景是低组织内个体社会资本的影响因素。 通过分析组织内个体社会资本内部各网络间的关系，试图解释组织内个体社会资本的形成机制。结果发现：教师友谊网络位置与教师咨询网络位置正向相关；教师友谊网络位置和教师咨询网络位置均与特殊信任呈正相关关系；教师咨询网络位置部分中介了教师友谊网络位置和特殊信任，教师友谊网络位置负向调节了教师咨询网络位置和特殊信任。可见，在当前幼儿园工作场域中，教师间的“关系好”对教师信任的影响并不是最重要的，而信息传递和教师咨询在教师间信任产生了重要的作用。构建有效的教师咨询机制对幼儿教师间信任及教师队伍的稳定发展具有重要意义。 采用多水平模型对教师组织内社会资本对教师职业认同的影响进行分析发现：教师教龄对职业认同有显著影响；教师月薪4000元及以上与2000元以下的教师职业认同存在显著差异，月薪在2000~4000元与2000元及以下的教师职业认同无显著差异；幼儿教师的婚姻状况、专业方向以及受教育水平均与幼儿教师职业认同无显著差异。教师个体社会网络入度中心度对教师职业认同没有显著影响，教师社会网络规模对职业认同有边缘显著影响，教师个人网络出度中心度对职业认同存在显著影响。整体网络密度对教师个体网络出度中心度与职业认同关系的影响起了负向跨层调节作用；整体网络互惠性对教师个人社会网网络出度中心度与职业认同关系的影响起了负向跨层调节作用。 基于以上的研究结论，本研究提出以下幼儿园中观层次的建议：（1）在积极推进幼儿园组织结构形式改革的基础上，重视幼儿园咨询网络的构建，为教师提供全方位的同事咨询和支持环境，调动同事互动积极性，完善同事互助机制，构建矩阵化教师咨询机制。（2）在重视教师专业知识和专业技能培训的基础上，加强幼儿园组织教师团队建设，培养健全人格特质。（3）加强幼儿园教师社会网络建设，提高幼儿教师工作嵌入水平，从而提高教师组织内个体社会资本。

At present, the supply of quality education resources in pre-school period does not match people's demand for quality education. Improving the overall quality of the preschool teachers is the key point of improving the quality of preschool education. The professional identity of preschool teachers is an important prerequisite for promoting the professional development and professional development of preschool teachers. Researchers focus on the micro-level personal reflection level and the macro-level social policy level to improve teachers' professional identity, have not conducted sufficient research at the meso level. Social capital refers to resources that can be mobilized and acquired in social network relationships. The behavior of actors is not only affected by their own actions, but also by opportunities or restrictions provided by networks that contain other actors. This study attempts to conduct research at the meso level, to explore the individual social capital within organization and its impact on teachers' professional identity. Based on the perspective of social network analysis, this study uses questionnaires and interviews to collect data. Questionnaires were distributed to all 38 kindergarten teachers in Shandong Province, Shanxi Province and Jiangxi Province, and data analysis was performed using Excel, SPSS 20.0, UCINET 6.4 and Netminer 3.0. According to the results of data analysis, 24 kindergarten leaders and ordinary teachers were interviewed to analyze the characteristics and influencing factors of teachers with high and low social capital within organization, and then explore the formation mechanism of teachers' individual social capital witnin organization. Finally, a multi-layer linear analysis method is used to study the impact of individual social capital within organization on professional identity. The study found: Under the different organizational structure, the individual social capital of the preschool teachers is obviously different. The individual social capital of the preschool teachers in different positions has significant differences, but the individual social capital within organization is not completely consistent with the position. From the perspective of teacher's network, the individual social capital within organization of teachers in the friendship network, consulting network, acquaintance network and trust network is similar. Among them, the individual social capital of the leadership in the consulting network has the largest difference. Except for a small number of kindergarten leaders and a small number of middle-level leaders, the social capital of individuals in most leadership organizations is generally higher. Ordinary teachers are groups with lower individual social capital within the organization, and new teachers are the groups with the lowest individual social capital within the organization. From the perspective of organizational structure: the individual social capital within organization of the kindergarten leadership is higher in the one-way network of linear organization and matrix organization; the middle leadership becomes the highest individual social capital within organization in the linear functional organization. The two-dimensional social network in the form of matrix organization has little difference in individual social capital among teachers. The behavioral psychology and professional quality of preschool teachers are the two major influencing factors of teachers’ individual social capital within organization. Behavioral psychology mainly includes personality traits, personality traits and behavioral characteristics. Professional quality mainly includes professional concepts, knowledge structure, ability structure and professionalism. Professional quality is not the determinant of individual social capital of teachers. The professional social quality of teachers with high professional quality but insufficient behavioral psychology is not high. Only when the teacher can't complete the teaching task independently in the teaching, the professional quality of the teacher will affect the individual social capital of the teacher. In addition, the teacher's proximity is a factor of high individual social capital within organization, and fertility factors and family background are the influencing factors of low individual social capital within organization. This study attempts to explain the formation mechanism of individual social capital through analysis various network types of individual social capital within organization. Results from regression analysis revealed that teachers' centrality in friendship networks had a significant positive influence on centrality in advice networks and particularistic trust. Teachers' centrality in advice networks mediates centrality in friendship networks and particularistic trust, Teachers' centrality in acquaintance networks moderates centrality in advice networks and particularistic trust, controlling for some demographic variables. This discovery provides a theoretical basis for kindergartens to attach importance to the interaction of teachers' advice networks, improve the counseling mechanism of teachers, and provide better counseling environment for teachers. The multi-level model is used to analyze the influence of teachers' individual social capital within organization on teachers' professional identity. It is found that teachers' teaching age has a significant impact on professional identity. There is a significant difference in the professional identity of teachers with monthly salary higher than 4,000 yuan and teachers with less than 2,000 yuan. There is no significant difference in the professional recognition of teachers with monthly salary between 2000~4000 yuan and less than 2000 yuan. There is no significant difference between the marital status, professional direction, education level and preschool teachers' professional identity of preschool teachers. Teacher's individual social network in-degree centrality has no significant effect on teacher's professional identity, network size has a significant impact on professional identity, and out-degree centrality has a significant impact on professional identity. Network density and reciprocity have a negative cross-layer adjustment effect on the influence of teachers' out-degree centrality and professional identity. Based on the above research conclusions, this study suggests: (1) Kindergartens can actively promoting the reform of the organizational structure of kindergartens, strengthening the construction of teachers' matrix teacher consultation mechanism, and providing teachers with a comprehensive counseling and support environment. (2) Kindergartens should not only increase the training of teachers' professional knowledge and professional skills, but also strengthen the construction of kindergarten teachers' team and cultivate sound personality traits. (3) Kindergartens should strengthen the construction of kindergarten teachers' social networks to improve the level of preschool teachers' work embedding, thereby improving teachers' individual social capital within organization.