Factors Affecting Job Satisfaction of Teachers in Private Kindergartens in Zhengzhou, China
Keywords:
Job satisfaction, Transformational leadership, Self-efficacy, School climate, Teacher commitmentAbstract
This research used a combination of quantitative and qualitative research. Quantitative data were collected from a questionnaire of 200 teachers in private kindergartens using stratified and simple random sampling. The statistical analysis was performed using frequency, percentage, mean, standard deviation, and multiple regression analysis. The qualitative research used in-depth interviews with 6 teachers and kindergarten administrators and analyzed the data using content analysis. The results showed that most of the respondents were women, aged 31-40 years, had a bachelor's degree, and had an average monthly income of 3,000-4,000 US dollars. As for the factors affecting teachers' job satisfaction, teacher commitment had the highest mean score, followed by transformational leadership, school climate, and self-efficacy, respectively. The multiple regression analysis found that school climate and teacher commitment could significantly predict teachers' job satisfaction at the 0.05 level, while transformational leadership and self-efficacy did not significantly predict teachers' job satisfaction. This model explains The variance of job satisfaction was 75.2%. The qualitative research results provided guidelines for promoting teachers' job satisfaction as follows: 1) develop transformational leadership among administrators by improving effective communication; 2) improve the school environment by promoting a positive work environment, strengthening teacher-administrator relationships, and fostering a positive organizational culture; 3) encourage teacher participation in decision-making; and 4) increase teacher commitment through professional development programs, clear incentive systems, and opportunities for peer learning.
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