• Title/Summary/Keyword: early childhood teachers' job satisfaction

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The Relationship Among Early Childhood Teacher's Creativity, Teaching Flow, and Job Satisfaction (영유아교사의 창의성 및 교수몰입과 직무만족 간의 관계)

  • Kim, KyoungEun
    • Korean Journal of Childcare and Education
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    • v.14 no.5
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    • pp.47-64
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    • 2018
  • Objective: This study investigated how early childhood teachers'creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers'creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers'creativity had an influence on their teaching flow, however, it didn't have a direct affect on their job satisfaction. Early childhood teachers' teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers'teaching flow mediated the effects of teachers' creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers'teaching flow was a key predictor in the relationship between teachers' creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.

A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers (유아교사의 직무만족도와 교사효능감 및 직무스트레스의 관계 연구)

  • Lee, Jung-Hyun;Ahn, Hyo-Jin
    • Korean Journal of Child Studies
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    • v.33 no.4
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    • pp.129-141
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    • 2012
  • The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers' job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.

Discriminant Analysis of the WSSECT on Early Childhood Teachers' Happiness and Job Satisfaction (유아교사의 일터영성 척도(WSSECT)의 타당화 : 행복감과 직무만족도에 대한 판별력)

  • Lee, Kyeong-Hwa;Lim, Jung-Su;Jung, Hye-Young;Sim, Eun-Joo
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.2
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    • pp.399-413
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    • 2015
  • This study was to validate the WSSECT (Workplace Spirituality Scale for Early Childhood Teacher) using discriminant analysis on early childhood teachers' happiness and job satisfaction. The data from 504 teachers working at kindergartens and daycare centers were analyzed statistically through t-test and discriminant analysis. The results indicated that 1) the higher group in workplace spirituality significantly gets more scores of happiness and job satisfaction than the lower group, 2) 4 factors of the WSSECT have discriminant power on early childhood teachers' happiness, and 3) 2 factors ('meaning for life' and 'calling for ECE teacher job') of the WSSECT are effective to discriminate early childhood teachers' job satisfaction. Further statistical works are supplementary needed to validate the WSSECT and to increase its'feasibility.

The Effects of Early Childhood Teachers' Professionalism in Teaching and Job Satisfaction on Their Teaching Efficacy (유아교사의 교사전문성과 직무만족도가 교수효능감에 미치는 영향)

  • Her, Eun Ha;Kim, Sang Lim
    • Korean Journal of Child Education & Care
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    • v.19 no.1
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    • pp.145-157
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    • 2019
  • Objective: The purpose of the study was to investigate the effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy. The relationship between professionalism in teaching, job satisfaction, and teaching efficacy of early childhood teachers was also investigated. Methods: The subjects of the study were 761 early childhood teachers. The survey included the teaching efficacy measurement, the professionalism measurement, and job satisfaction measurement. The collected data were analysed using descriptive data analyses, Pearson correlation analyses, and multiple regression analyses utilizing SPSS 22.0 program. Results: There were statistically significant positive correlations between early childhood teachers' professionalism in teaching, job satisfaction, and teaching efficacy. In addition, statistically significant effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy were found. Conclusion/Implications: The results implicate the importance of supports for early childhood teachers' development in professionalism in teaching and job satisfaction that would enhance their teaching efficacy, resulting in high quality education for young children.

Relationship among Happiness, Teachers' Efficacy and Job Satisfaction of Early Childhood Special Education Teachers according to the Backgrounds (유아특수교사의 배경변인에 따른 행복감, 교사효능감, 직무만족도에 관한 연구)

  • KIM, Kyoung-Mi;KIM, Ja-Kyoung;JANG, Sung-Wook
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.1
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    • pp.13-30
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    • 2017
  • This study was conducted to analyze the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers and determine the correlations between the variables. For the purpose, we conducted a questionnaire survey with 179 early childhood special education teachers working at the day care centers for the children with disabilities and the special school kindergartens in B city. The data collected were analyzed using SPSS 23.0. The results of this study showed that there was a statistically significant difference in the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers according to their backgrounds such as age, teaching career, type of organization, educational background. Also, A positive correlation among happiness, teachers' efficacy and job satisfaction of early childhood special education teachers were found in this study. Finally, discussions of the results as well as implications of the study were provided.

The Impact of Communicative Competence on the Teaching Efficacy and Job Satisfaction of Early Childhood Teachers (유아교사의 의사소통능력이 교수효능감 및 직무만족도에 미치는 영향)

  • Kim, Sa Nyeo;Pu, Sung Sook
    • Korean Journal of Human Ecology
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    • v.22 no.4
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    • pp.511-524
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    • 2013
  • The purpose of this study was to examine the impact of the communicative competence of early childhood teachers on their teaching efficacy and job satisfaction in an attempt to provide some information on the development of the communicative competence of early childhood teachers. Study results show that, first, the teaching efficacy of early childhood teachers differed according to their age, education and career level and their communicative competence differed according to their career level. Second, communicative competence had a statistically significant positive correlation with teaching efficacy and job satisfaction. Third, among the sub-factors of communicative competence, focusing attention and responding exerted a statistically significant positive influence on teaching efficacy. Among the sub-factors of communicative competence, focusing attention, analyzing and evaluating exerted a statistically significant positive influence on job satisfaction.

The Effects of Early Childhood Teachers' Emotional Intelligence on Young Children's Happiness : Based on Mediating Effects of Teachers' Job Satisfaction (유아교사의 정서지능이 유아의 행복에 미치는 영향 : 유아교사 직무만족의 매개효과를 중심으로)

  • Jeon, Hyo Jeong;Lee, Kyung Nim;Goh, Eun Kyoung
    • Korean Journal of Child Studies
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    • v.36 no.6
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    • pp.125-146
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    • 2015
  • The purpose of this study was to examine the mediating effects of early childhood teachers' job satisfaction on the relationship between teacher's emotional intelligence and young children's happiness. The subjects in this study comprised 294 young children and 24 early childhood teachers in Busan, Gyeongsangnam-do. The findings of study were as follow: the job satisfaction of the early childhood teachers was found to have a mediating effect on the relationship between their emotional intelligence and young children's happiness. These findings suggest that in order to promote young children's happiness, it is necessary to strengthen teachers' emotional abilities and to support strategies which enhance and build up their job satisfaction.

The Effects of Early Childhood Teachers' Happiness and Job Satisfaction on Their Psychological Burnout (유아교사의 행복감과 직무만족도가 심리적 소진에 미치는 영향)

  • Hwang, Seong Jin;Kim, Sang Lim
    • The Journal of the Convergence on Culture Technology
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    • v.6 no.2
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    • pp.305-312
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    • 2020
  • We aimed to investigate the effects of early childhood teachers' happiness and job satisfaction on their psychological burnout. The subjects were 238 early childhood teachers in Metropolitan area, South Korea. We measured subjects' happiness, job satisfaction, and psychological burnout using the questionnaire surveys. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 26.0. As results, early childhood teachers' happiness and job satisfaction showed the statistically significant negative correlation with psychological burnout. It was found that early childhood teachers' happiness and job satisfaction statistically significantly affected psychological burnout. The results implied that the negative effects of early childhood teachers' psychological burnouts would be reduced or prevented through practical effort to enhance their happiness and job satisfaction.

Job Satisfaction and Burnout of Early Childhood Educational Teachers (유아교사의 직무만족도와 소진)

  • Moon, Chae-Lyun;Lee, So-Eun
    • Korean Journal of Human Ecology
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    • v.14 no.3
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    • pp.387-399
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    • 2005
  • The purpose of this study is to investigate the differences of early childhood teachers' job satisfaction and burnout by variables and to analyze the relationship between the two subject matters. Then this study will serve to improve overall quality of early childhood education through fair comprehension about them. We surveyed 333 teachers in total, 171 public/private kindergarten teachers and 162 preschool teachers. A questionnaire by ECJSS of Jord-Bloom(1989) and Fleischer(1985) was used to measure the degree of job satisfaction, along with the version MBI(Maslach Burnout Inventory) by Maslach and Jackson(1981), adjusted by An, youngkil(I992) and Seo, jiyoung(2002), to check the degree of burnout. It was found that job satisfaction was higher among the surveyees of old age or with more education/less working hours. Small salaries, however, was one of the causes of low job satisfaction. Emotional burnout was shown in the surveyees of old age or with good education/career records. On the other hand, exhaustion from a lack of accomplishment was shown in single, young and low paid teachers. Thus, burnout and job satisfaction had a highly negative coefficient of correlation, meaning that job satisfaction gets high when burnout gets low.

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The Effects of Working Conditions and Job Satisfaction on the Mental Health and Presenteeism of Early Childhood Teachers (영유아 교사의 근무여건 및 직업만족도가 정신건강과 프리젠티즘에 미치는 영향)

  • Kim, Jaehee
    • Korean Journal of Occupational Health Nursing
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    • v.27 no.3
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    • pp.171-179
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    • 2018
  • Purpose: The purpose of this study was to examine the mental health and presenteeism of early childhood teachers and to explore the effects of working conditions and job satisfaction on these. Methods: Data from the 4thKorean Work Environment Survey were used. The sample consisted of 474 female early-childhood teachers from private facilities. Mental health was measured using the WHO-Wellbeing Index. Presenteeism was attributed to a participant upon indication that, during the past 12 months, she had ever attended work, despite being sick. The data by complex sample design were analyzed through the Rao-Scott $x^2$ test and logistic regression analysis. Results: 37.9% of early childhood teachers reported poor mental health and 34.2% had experienced presenteeism. Early childhood teachers in permanent employment, who did not work evening shifts, and with sustainable jobs, were more likely to have better mental health. Moreover, those in permanent employment and remunerated appropriately were less likely to experience presenteeism. Conclusion: Type of employment, number of days working in the evening, and job sustainability affect mental health. Further, type of employment, number of workers, and being well paid have an effect on presenteeism. We suggest that improved working conditions should precede the improvement of early-childhood teachers' mental health.