Has the COVID-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side

Zheng, Chuchu; Yu, Yongping; Lu, Juncen; Hou, Yi; Li, Kexin

doi:10.1080/10409289.2022.2146386

Cited by 2 publications

(1 citation statement)

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“…To improve the well‐being of preschool teachers, more attention should be paid to the principal's leadership style. Most studies on the relationship between the two, however, focus on the positive things principals do, such as being servant leaders (Zheng et al, 2022) and transformational leaders (Vahalik, 2022), as well as providing their teachers with more support and trust (Zhao et al, 2022). In fact, principals are more likely to put limits on teachers in a lot of Chinese preschools that need to improve quality and management right away (Li et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Relationship between the principal's restrictive behavior and preschool teachers' turnover intention: A serial mediation model

Guo,

Yang,

Gao

et al. 2023

Psychology in the Schools

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Improving the management of principals has been proven to be an effective strategy to reduce preschool teachers' turnover. However, relevant empirical evidence for preschool teachers is still insufficient. A total of 3623 preschool teachers from the Chinese mainland participated in the current study through random cluster sampling and were administered self‐report questionnaires to measure their principal's restrictive behavior, work–family conflict, effort–reward imbalance (ERI), and turnover intention. This study used serial mediation models to examine the direct relationship between the principal's restrictive behavior and preschool teachers' turnover intention, as well as the indirect relationship between the two variables through the independent and serial mediating roles of ERI and work–family conflict (including work‐to‐family conflict [WFC] and family‐to‐work conflict [FWC]). Results showed that among Chinese preschool teachers, (1) the direct relationship between the principal's restrictive behavior and turnover intention was significant; (2) ERI mediated the relationship between the principal's restrictive behavior and turnover intention; (3) WFC and FWC both mediated the relationship between the principal's restrictive behavior and turnover intention; and (4) a serial mediating effect of ERI and WFC/FWC was observed. The findings have theoretical and practical significance for interventions to reduce preschool teachers' turnover.

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Section: Introductionmentioning

confidence: 99%

Relationship between the principal's restrictive behavior and preschool teachers' turnover intention: A serial mediation model

Guo,

Yang,

Gao

et al. 2023

Psychology in the Schools

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Linking Preschool Teachers’ Pay Equity and Turnover Intention in Chinese Public Kindergartens: The Mediating Role of Perceived Organizational Support and Job Satisfaction

Liu,

Yu,

Zeng

et al. 2023

Sustainability

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The turnover rate, income levels, and salary distribution among kindergarten teachers in China have gained increasing attention as these issues may negatively affect teacher quality. They largely impede the sustainable development of preschool education. This study aimed to explore the level of perceptions of pay equity among preschool teachers and examine the relationships among pay equity, turnover intention, perceived organizational support (POS), and job satisfaction. A survey was conducted with 2029 preschool teachers from Chinese public kindergartens, and descriptive analysis and covariance-based structural equation modeling (CB-SEM) were used to analyze the data. The results showed that the level of pay equity for preschool teachers was moderate, with a significant difference between teachers with Bianzhi and those without. The structural equation model revealed a significant negative relationship between teachers’ pay equity and their intent to leave. Perceived organizational support and job satisfaction independently mediated the relationship between pay equity and turnover intention, with a serial mediation effect observed. These findings highlight the importance of considering teachers’ pay equity, POS, and job satisfaction in order to retain high-quality teachers.

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Has the COVID-19 Pandemic Widened the Urban-Rural Gap in Early Child Development in China? Evidence from the Rural Side

Cited by 2 publications

References 63 publications

Relationship between the principal's restrictive behavior and preschool teachers' turnover intention: A serial mediation model

Relationship between the principal's restrictive behavior and preschool teachers' turnover intention: A serial mediation model

Linking Preschool Teachers’ Pay Equity and Turnover Intention in Chinese Public Kindergartens: The Mediating Role of Perceived Organizational Support and Job Satisfaction

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