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Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lee, Kyeong-Hwa, Jung-Su Lim, Hye-Young Jung, and Eun-Joo Sim. "Discriminant Analysis of the WSSECT on Early Childhood Teachers' Happiness and Job Satisfaction." Journal of Fisheries and Marine Sciences Education 27, no. 2 (April 30, 2015): 399–413. http://dx.doi.org/10.13000/jfmse.2015.27.2.399.

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12

Seo, Dongmi, Seunghak Baek, and Eunna Eom. "Analysis of the Moderating Effect of Ego-resilience on the Structural Relationships among Satisfaction of Major, Job Performance Efficacy, and Career Maturity of Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 95–112. http://dx.doi.org/10.22251/jlcci.2022.22.18.95.

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Objectives The purpose of this study is to analyze the structural relationships among pre-service early childhood teachers' satisfaction of major, job performance efficacy, and career maturity, and to analyze the moderating effect of ego-resilience. Methods This study analyzed the correlation between the variables based on the results of a survey of 191 students enrolled in the department of early childhood education in the 3-year university in the Gyeonggi region, and a structural equation model was applied to grasp the relationship characteristics. For moderating effect analysis, multi-group structural equation modeling was applied to verify the difference by non-metric variables. Results First, there was a significant correlation between satisfaction of major, job performance efficacy, career maturity, and ego-resilience. Second, satisfaction of major was found to have a direct effect on job performance efficacy and career maturity, respectively, and job performance efficacy was found to have a direct effect on career maturity. In addition, satisfaction of major was found to have an indirect effect on career maturity through job performance efficacy as a medium. Third, for groups with high ego-resilience, satisfaction of major had a positive effect on career maturity, but did not affect job performance efficacy. Job performance efficacy was found to have a positive effect on career maturity. On the other hand, for groups with low ego-resilience, satisfaction of major was found to have a positive effect on both career maturity and job performance efficacy, and have a positive effect on career maturity through job performance efficacy as a medium. That is, in the results of analyzing the moderating effect of ego-resilience, it was confirmed that only the effect of satisfaction of major on career maturity had a moderating effect. Conclusions Career education for pre-service early childhood teachers in teacher training institutions should be conducted with content and methods that can substantially increase satisfaction of major and job performance efficacy, and in addition, it means that psychological diagnosis and counseling support for improving ego-resilience are also important.
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13

Lee, Jung-Hyun, and Hyo-Jin Ahn. "A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers." Korean Journal of Child Studies 33, no. 4 (August 31, 2012): 129–41. http://dx.doi.org/10.5723/kjcs.2012.33.4.129.

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14

Bae, donghwa, and hyunah Seo. "Influence of Organizational Commitment and Job Satisfaction on Instructional Professionalism in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 22 (November 30, 2019): 965–88. http://dx.doi.org/10.22251/jlcci.2019.19.22.965.

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15

Chung, Dukhee. "The mediating effect of job satisfaction on early childhood teachers’ ethical awareness and practice." Journal of Korea Open Association for Early Childhood Education 24, no. 4 (August 31, 2019): 29–48. http://dx.doi.org/10.20437/koaece24-4-02.

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16

CHOI, Young-Hee. "The influence of psychological happiness from early childhood teachers’ emotional labor and job satisfaction." Association of Korea Counseling Psychology Education Welfare 2, no. 2 (June 30, 2015): 49–65. http://dx.doi.org/10.20496/cpew.2015.2.2.49.

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17

Granger, Robert C., and Elisabeth Marx. "The policy implications of job satisfaction ratings for recruiting and retaining early childhood teachers." Child & Youth Care Forum 21, no. 4 (August 1992): 229–46. http://dx.doi.org/10.1007/bf00757192.

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18

Şahin, Fatma Tezel, and Ramazan Sak. "A Comparative Study of Male and Female Early Childhood Teachers’ Job Satisfaction in Turkey." Early Childhood Education Journal 44, no. 5 (September 9, 2015): 473–81. http://dx.doi.org/10.1007/s10643-015-0738-x.

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19

Jungwon Kim and 민희숙. "The effects of kindergarten directors’ moral leadership on early childhood teachers’ autonomy and job satisfaction." Korean Journal of Early Childhood Education 33, no. 2 (April 2013): 237–57. http://dx.doi.org/10.18023/kjece.2013.33.2.011.

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20

Kim, Sun-Ran, and Yong-Mi Kim. "Effects of Interpersonal Stress on Job Satisfaction among Early Childhood Teachers: Mediating Effects of Happiness." Korea Journal of Child Care and Education 125 (November 30, 2020): 173–202. http://dx.doi.org/10.37918/kce.2020.11.125.173.

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21

이경순 and 노진형. "The Effect of Director's Transformational Leadership on Efficacy and Job Satisfaction of Early Childhood Teachers." EARLY CHILDHOOD EDUCATION & CARE 8, no. 1 (April 2013): 269–84. http://dx.doi.org/10.16978/ecec.2013.8.1.011.

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22

Gong, Eun-Hwa. "Meta Analysis of the Correlation between early Childhood Teachers' Teaching Efficacy and their Job Satisfaction." Journal of the Korea Contents Association 16, no. 1 (January 28, 2016): 391–402. http://dx.doi.org/10.5392/jkca.2016.16.01.391.

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23

Kim, Yeoungmi, and Doobeom Kim. "Structural Relationships among Cooperative Organizational Culture, the Empowerment of Early Childhood Teachers’ and Job Satisfaction." Society for Cognitive Enhancement and Intervention 9, no. 2 (August 31, 2018): 137–52. http://dx.doi.org/10.21197/jcei.9.2.8.

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24

KIM, Kyoung-Mi, Ja-Kyoung KIM, and Sung-Wook JANG. "Relationship among Happiness, Teachers' Efficacy and Job Satisfaction of Early Childhood Special Education Teachers according to the Backgrounds." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 29, no. 1 (February 28, 2017): 13–30. http://dx.doi.org/10.13000/jfmse.2017.29.1.13.

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25

Jeon, Hyo Jeong, Kyung Nim Lee, and Eun Kyoung Goh. "The Effects of Early Childhood Teachers’ Emotional Intelligence on Young Children’s Happiness：Based on Mediating Effects of Teachers’ Job Satisfaction." Korean Journal of Child Studies 36, no. 6 (December 31, 2015): 125–46. http://dx.doi.org/10.5723/kjcs.2015.36.6.125.

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26

Stearns, Elizabeth, Neena Banerjee, Stephanie Moller, and Roslyn Arlin Mickelson. "Collective Pedagogical Teacher Culture and Teacher Satisfaction." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (August 2015): 1–32. http://dx.doi.org/10.1177/016146811511700803.

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Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.
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27

Baik, Eun-Young, and Hye-Yoon Kim. "The effects of early childhood teachers’ self­ef icacy on job satisfaction: mediating effects of social support." korean Jouranl of Early Childhood Education 20, no. 4 (January 31, 2019): 47–66. http://dx.doi.org/10.15409/riece.2019.20.4.3.

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28

Kim, Hee-Jung, and Hyun Ah Seo. "Impact of Job Satisfaction, Creative Personality and Teaching Flow on Teaching Performance in Early Childhood Teachers." Journal of Children's Literature and Education 17, no. 3 (September 30, 2016): 391–412. http://dx.doi.org/10.22154/jcle.17.3.17.

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29

Kang, Sin-Young, and Hyuk-Jun Moon. "Difference of Job Satisfaction and Organizational Commitment According to Grit Cluster Type in Early Childhood Teachers." Korea Journal of Child Care and Education 121 (March 31, 2020): 41–67. http://dx.doi.org/10.37918/kce.2020.03.121.41.

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30

Her, Eun Ha, and Sang Lim Kim. "The Effects of Early Childhood Teachers’ Professionalism in Teaching and Job Satisfaction on Their Teaching Efficacy." Korean Journal of Child Education and Care 19, no. 1 (March 31, 2019): 145–57. http://dx.doi.org/10.21213/kjcec.2019.19.1.145.

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31

Kim, Sa Nyeo, and Sung Sook Pu. "The Impact of Communicative Competence on the Teaching Efficacy and Job Satisfaction of Early Childhood Teachers." Korean Journal of Human Ecology 22, no. 4 (August 30, 2013): 511–24. http://dx.doi.org/10.5934/kjhe.2013.22.4.511.

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32

Kang, Hyun Mi, and So Yun Park. "Difference of job satisfaction and turnover intention according to grit duster type in early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 21 (November 15, 2018): 787–806. http://dx.doi.org/10.22251/jlcci.2018.18.21.787.

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33

Lee, Jin Wha, and Won Shin Lim. "The Influence of Early Childhood Teachers' Achievement Goal Orientation and Organizational Citizenship Behavior on Job-Satisfaction." Journal of Korean Child Care and Education 10, no. 5 (October 31, 2014): 159–74. http://dx.doi.org/10.14698/jkcce.2014.10.5.159.

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34

Lee, Su Jin, and Sang Ok Kim. "Mediating Effects of Happiness on the Relationships of Adult Attachment and Job Environment to Job Satisfaction Among Early Childhood Teachers." Korean Journal of Child Education and Care 19, no. 4 (December 31, 2019): 171–88. http://dx.doi.org/10.21213/kjcec.2019.19.4.171.

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35

Oh, Sekyoung, Kitak Lee, and Byeongeun Kang. "The moderating effect of job stress on the relationship between job satisfaction and psychological well-being of early childhood teachers." Journal of Korea Open Association for Early Childhood Education 24, no. 4 (August 31, 2019): 89–112. http://dx.doi.org/10.20437/koaece24-4-05.

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36

Brooker, Melinda, and Tamara Cumming. "The ‘dark side’ of leadership in early childhood education." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 111–23. http://dx.doi.org/10.1177/1836939119832073.

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It could be suggested that persistent workforce problems in the early childhood (EC) field in Australia – such as job satisfaction and turnover may be related to ineffective leadership practices, low pay and lack of professional acknowledgement. In this article we report on a small qualitative study completed in 2017, investigating 12 educators’ experiences of what could be described as ‘dark side’ leadership practices. Purposeful sampling was used to select educators who had expressed dissatisfaction with leaders on a Facebook forum for early childhood educators. Findings revealed all of Oplatka’s elements of ‘dark side’ leadership practices and ideologies at work, with the addition of two new types of ‘dark side’ leadership practices – ‘acts of courage’ and ‘meat in the sandwich’. The evidence these data provide of regulatory breaches, discrimination and bullying highlight the critical need for action by employers, regulatory authorities and unions to better support educators and their leaders in their work environments.
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37

Randall, Ken, Timothy G. Ford, Kyong-Ah Kwon, Susan S. Sisson, Matthew R. Bice, Danae Dinkel, and Jessica Tsotsoros. "Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators." International Journal of Environmental Research and Public Health 18, no. 18 (September 7, 2021): 9430. http://dx.doi.org/10.3390/ijerph18189430.

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Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.
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38

Lee, Ji Su, and Jisu Han. "The Mediating Role of Communicative Competence in the Relationship Between Early Childhood Teachers’ Empathy and Job Satisfaction." Early Childhood Education Research & Review 24, no. 6 (December 31, 2020): 175–94. http://dx.doi.org/10.32349/ecerr.2020.12.24.6.175.

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39

Min, Jae Chul, Jang Hwan Kim, Myung Soo Choi, and Seok Min Shin. "The Influence of Teachers` Early Childhood Happiness and Self-Identity upon Teacher Efficacy, Interaction and Job Satisfaction." Journal of Sport and Leisure Studies 50 (December 31, 2012): 325–38. http://dx.doi.org/10.51979/kssls.2012.12.50.325.

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40

Ding, Xiuying, and Bookyung Cho. "The relationship between korean-chinese early childhood teachers' background variables, professional development and job satisfaction in china." korean Jouranl of Early Childhood Education 18, no. 1 (April 30, 2016): 135–54. http://dx.doi.org/10.15409/riece.2016.18.1.135.

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41

Yoo, Kyeong-Sook. "Study of the impact of perceived social support on job satisfaction and exhaustion by early childhood teachers." Korean Society for Child Education 29, no. 1 (February 25, 2020): 5–20. http://dx.doi.org/10.17643/kjce.2019.29.1.01.

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42

Kim, Yeoung Mi, and Kyung Nim Lee. "Structural Relationships Among Directors’ Coachin Leadership, Organizational Culture, Early Childhood Teachers’ Empowerment, Teacher-Efficacy and Job Satisfaction." Korean Journal of Child Education and Care 18, no. 2 (June 30, 2018): 183–202. http://dx.doi.org/10.21213/kjcec.2018.18.2.183.

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43

김은정 and 하선혜. "Mediating effects of self-leadership in relation to creative personality and job satisfaction in early childhood teachers." Journal of Eco Early Childhood Education & Care 18, no. 4 (November 2019): 131–53. http://dx.doi.org/10.30761/ecoece.2019.18.4.131.

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44

Choi, Mi-Sook, and A.-Young Jeon. "The relationship and effect between early childhood teachers' optimism about human rights sensitivity and their job satisfaction." Journal of Korea Open Association for Early Childhood Education 21, no. 4 (August 31, 2016): 301–20. http://dx.doi.org/10.20437/koaece21-4-13.

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45

Lee, Hieun. "The Mediating Effects of Early Childhood Teachers’ Teacher Efficacy on the Relationship Between Work Environment and Job Satisfaction." Journal of Humanities and Social sciences 21 11, no. 6 (December 30, 2020): 2495–510. http://dx.doi.org/10.22143/hss21.11.6.176.

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46

Yue, Dandi, Heung Kou, and Sukyoung Cho. ""A Study on the Relationship Between Social-emotional Competency and Job Satisfaction of Chinese Male Early Childhood Teachers"." Journal of Humanities and Social sciences 21 13, no. 3 (June 30, 2022): 1217–28. http://dx.doi.org/10.22143/hss21.13.3.85.

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47

Gil, Hyeon-Ju. "The Effect of Organizational Culture and Job Satisfaction On Teachers’ Psychological Well-beings in Early Childhood Education Settings." Korean Society for Child Education 25, no. 4 (November 25, 2016): 93–107. http://dx.doi.org/10.17643/kjce.2016.25.4.06.

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48

Kang, Sin­young, and Hyuk­Jun Moon. "The Mediating Effect of Teacher Efficacy on the Relationship Between Grit and Job Satisfaction in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 17 (September 15, 2019): 905–22. http://dx.doi.org/10.22251/jlcci.2019.19.17.905.

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49

Lee, Hi-Eun. "A Structural Analysis of Early childhood teachers’ job Performance And Its Related Variables: Focusing on Job Satisfaction, Happiness, Relationship-oriented Organizational Culture." Journal of Future Early Childhood Education 24, no. 1 (February 25, 2017): 231–56. http://dx.doi.org/10.22155/jfece.24.1.231.256.

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50

Jeon, Lieny, and Michael B. Wells. "An Organizational-Level Analysis of Early Childhood Teachers’ Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover." Child & Youth Care Forum 47, no. 4 (February 21, 2018): 563–81. http://dx.doi.org/10.1007/s10566-018-9444-3.

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