Relevant bibliographies by topics / Early childhood teachers – Australia – Job satisfaction

Academic literature on the topic 'Early childhood teachers – Australia – Job satisfaction'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Early childhood teachers – Australia – Job satisfaction"

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Bhamani, Shelina. "Factors Determining Job Satisfaction of Early Childhood Teachers." IOSR Journal of Humanities and Social Science 3, no. 1 (2012): 43–48. http://dx.doi.org/10.9790/0837-0314348.

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Bang, Hyo-kook. "Kindergarten Teacher’s Recognition and Actual Condition of Remuneration, Influence of Satisfaction with Remuneration on Job Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 483–95. http://dx.doi.org/10.22251/jlcci.2022.22.18.483.

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Objectives The purpose of this study is to investigate the effect of preschool teachers' perception and actual condition of pay and satisfaction of pay on job satisfaction. Methods The subject of the study was an incumbent early childhood teacher working at an early childhood education institution located in a metropolitan area, and 250 copies were distributed and 220 copies were collected. Among them, a total of 183 copies were analyzed, excluding 37 questionnaires that responded unfaithfully. As for the analysis method, SPSS 26 was used to frequency analysis, descriptive statistics, and independent sample T-test. A total of 27 questions were asked about the recognition and actual status of pay, and a tool for measuring job satisfaction of kindergarten teachers developed by Jorde-Bloom(1989) and revised and supplemented by Song Yu-jin(1993) was used. Results As a result of the study, early childhood teachers selected for their own career choice because of their self-actualization and love and concern for young children. They perceived the profession as a teacher positively, but perceived that social awareness and treatment were low. In addition, many teachers perceived that the current level of remuneration was not appropriate, and they responded that they knew the type of allowance, but they did not know exactly what allowance to receive. Early childhood teachers were generally satisfied with job satisfaction, and the teachers group satisfied with the current level of remuneration and the unsatisfied teacher group showed statistically significant differences in job satisfaction and sub-factors such as wage promotion, work environment, and relationship with the principal. This can be interpreted as being satisfied with one's job only when appropriate compensation is provided to early childhood teachers. Conclusions The results of this study can be used as confirming the perception and actual status of preschool teachers' pay as well as basic data to support early childhood teachers at the institutional and national level through the effect of pay satisfaction on job satisfaction.
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O, Kyongsoon, and Hyunsuk Yoon. "Development and Validation of Job Satisfaction Scale for Early Childhood Teachers." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 869–84. http://dx.doi.org/10.22143/hss21.9.6.62.

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Kim, Jeongju. "Effect of Early Childhood Teachers’ Job Stress and Stress Coping Strategies on Job Satisfaction." Journal of Humanities and Social sciences 21 12, no. 5 (October 31, 2021): 2015–28. http://dx.doi.org/10.22143/hss21.12.5.142.

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Sak, Ramazan. "Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism." Early Childhood Education Journal 46, no. 6 (March 20, 2018): 643–53. http://dx.doi.org/10.1007/s10643-018-0895-9.

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Chae, Seung-Hee, and Jung-Hee Kim. "Relationship between Social Support, Job Satisfaction and Resilience of Early Childhood Teachers." Journal of Children's Literature and Education 21, no. 2 (June 30, 2020): 233–52. http://dx.doi.org/10.22154/jcle.21.2.10.

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김희정, 임유경, and Back young ae. "Relationships among job satisfaction, teacher efficacy, and empathy of early childhood teachers." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 53–72. http://dx.doi.org/10.16978/ecec.2017.12.1.003.

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Yim, Yeun-ja. "The Effect of the Creative Personality on the Emotional Intelligence of Pre-service Early Childhood Teachers Mediated Effect by the Teaching Motivation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 111–24. http://dx.doi.org/10.22251/jlcci.2022.22.11.111.

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Objectives The purpose of the study was to examine the relationship among the creative personality, emotional intelligence, the teaching motivation, and the teacher efficacy of pre-service early childhood teachers. Methods To this end, a survey was conducted on 147 pre-service early childhood teachers in the J area. Pearson correlation analysis, multiple regression analysis and Sobel test were performed using the SPSS 24.0 program. Results The research results are as follows. First, as a result of examining the relationships among pre-service early childhood teachers creative personality, teaching motivation, and emotional intelligence, the significant positive correlations were found between each variable. Second, as a result of examining the teaching motivation of job satisfaction on the relationship between creative personality and emotional intelligence of pre-service early childhood teachers, it was found that job satisfaction plays a partial mediating role. Conclusions In this study, the meaningful relationship among creative personality, teaching motivation, and emotional intelligence of pre-service early childhood teachers was revealed, and it was confirmed that teaching motivation had a mediating effect on the relationship between creative personality and emotional intelligence. Based on the research results, the understanding of teaching motivation as a mediating factor linking pre-service early childhood teachers' creative personality and emotional intelligence was expanded, and the ways to improve creative personality and emotional intelligence of pre-service early childhood teachers were discussed.
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You-Jung, Kang. "The Influence of Early Childhood Teachers’ Psychological Capital on Creativity and Job Satisfaction." Korean Society for Child Education 24, no. 3 (August 25, 2015): 65–81. http://dx.doi.org/10.17643/kjce.2015.24.3.04.

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Yi, Seong-Yong. "A Study on the Job Satisfaction and Burnout of Early Childhood Special Teachers." Soonchunhyang Exceptional Children Institute 7, no. 1 (June 30, 2020): 1–14. http://dx.doi.org/10.33125/kdps.2020.7.1.1.

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Dissertations / Theses on the topic "Early childhood teachers – Australia – Job satisfaction"

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Tejagupta, Yawvapa Morris Jeanne B. Strand Kenneth H. "The relationship between early childhood teacher personality and job satisfaction." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713231.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.
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Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Kilgallon, Pamela A. "The sustainment of early childhood teachers in the classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/76.

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The changing nature of teaching has led to an increased focus on the retention and productive engagement of teachers in the classrooms. The ongoing implementation of educational change, accompanied by an ageing trend amongst teachers and rising incidences of teacher attrition, stress and burnout, highlights the importance of teachers being sustained in their profession. Furthermore, recognition of the value of early childhood education has drawn attention to early childhood teachers' abilities to be sustained in their teaching practice, effectively engaging students in the learning process. Acknowledging these issues, this study examined factors that influence early childhood classroom teachers' sustainment in the profession and in teaching. Conducted in the northern metropolitan teaching districts of Perth, Western Australia, this study utilized qualitative methodology in two phases of data collection: open-ended surveys and focus group discussions with 57 early childhood teachers, and case studies, compiled from in-depth interviews with six experienced early childhood teachers who had taught more than 20 years in the classroom. Data was analysed to identify key factors impacting on early childhood teachers staying committed and productively engaged in the profession and in the craft of teaching.
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Yung-Chun, CHEN, and 陳永純. "A study of job stress and job satisfaction for early childhood special education teachers in public schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62133243976516401210.

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碩士
國立臺中教育大學
早期療育研究所
99
The purpose of the research is to examine job stress and job satisfaction for early childhood special education teachers in public schools, and investigate the difference of job stress and job satisfaction in different personal background variables. The subjects of this study was 144 early childhood special education teachers in public schools． The statistical methods were used to analyze the data in this study including descriptive statistic, t– test, one-way ANOVA, Pearson Product-Moment correlation. According to the results, can be summarized the following conclusions: 1.Job stress between "agree" and "disagree" .On the whole job stress is low degree . Job stress conditions were "professional capacity aspect " level, the " administrative aspect " level, the " parents aspect " level, and the "work aspect " level. 2.Job satisfaction, most between the "agree" and " extremely agree", on the whole job satisfaction is high level, indicating early childhood special education teachers in public schools are satisfied with the work of the stage. The job satisfaction feeling, is in order the“ work values”, the “teach Autonomy”,“ advanced study situation”. 3.Age, professional background, marital status, years of service, teaching areas, teaching classes were no significant differences of job stress and job satisfaction for early childhood special education teachers in public schools. 4.There is a significant negative correlation, between job stress and job satisfaction. It means work pressure is small, job satisfaction is high. Finally, according to the above results, recommendations were made, for the competent education authorities, schools, early childhood special education teachers in public schools and future research.
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Yang, Shou-Yu, and 楊壽玉. "A Study of Job Satisfaction after Taxation for Teachers in Centralized Early Childhood Special Education Classes." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49481590192720104935.

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碩士
國立臺東大學
幼兒教育學系碩士班
102
This research intends to understand the job satisfaction level for centralized Preschool Special Education Teachers. In addition, the aforementioned study will also explore as to whether there exists variances on the job satisfaction level of centralized Preschool Special Education Teachers with different individual backgrounds. Moreover, the query survey method will be used as the mainstay for conducting the research and the supplemental interview. Also, the content of the query is primarily using the individual backgrounds of elementary school’s centralized Preschool Special Education Teachers (including: gender, age, marital status , degree, years of service, educational background, salaries, teaching area, and class size) as independent variables. Furthermore, the six profiles for job satisfaction level (including: job designation/position, job environment, supervisor’s leadership, salaries and benefits, interpersonal skill, in-service education, etc.) are as dependent variables. Apparently, the secretaries-in-charge for elementary schools in Taiwan disseminated the 152 instruments to the target respondents with only 120 effective returns. Thus, the information gathered from query survey was further processed through SPSS for Windows in order to feed to various statistical methods such as: Descriptive statistics, t-Test, one way ANOVA, etc. After gathering the findings of these analyses, the interviewing method followed to further explore the underlying causes of the results. Research findings were collectively as follows: 1. As to the job satisfaction level, results show in descending order; "interpersonal skill", "Job itself", "job environment", "in-service education" ,"supervisor’s leadership", "salaries and benefits" 2. There was no significant difference between with different individual background and job satisfaction after taxation. 3.Depending on their teaching Job teachers who participated in this research had significantly different class size. However, the Scheffe method suggested that class size=4 has a significant difference with class size=8. Based on the findings of this research, concrete recommendations were therefore made with regards to teachers in centralized early childhood special education classes, each elementary school, and educational administrative organizations and so on for future references.
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Quesenberry, Amanda C. "Examining the relationships between behavior policies and procedures, teachers' perceptions of efficacy and job satisfaction, and children's social skills and challenging behaviors in Head Start settings /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290355.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4665. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 138-150) Available on microfilm from Pro Quest Information and Learning.
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Books on the topic "Early childhood teachers – Australia – Job satisfaction"

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference papers on the topic "Early childhood teachers – Australia – Job satisfaction"

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Tatalović Vorkapić, Sanja. "PERSONALITY TRAITS AND PSYCHOLOGICAL NEEDS SATISFACTION AS PREDICTORS OF EARLY CHILDHOOD TEACHERS’ JOB SATISFACTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2101.

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