Teacher qualifications and development outcomes of preschool children in rural China

Wang, Lei; Dang, Ruirui; Bai, Yu; Zhang, Siqi; Liu, Buyao; Zheng, Lijuan; Yang, Ning; Song, Chuyu

doi:10.1016/j.ecresq.2020.05.015

Cited by 23 publications

(23 citation statements)

References 50 publications

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“…Pre-school education is the most basic education, and it offers a solid foundation for formal education. Pre-school teachers are expected to display more pleasurable emotions and higher quality professional competence during work to cultivate children's secure attachment, social-emotional competence, and cognitive development (Denham et al, 2012 ; Fuhs et al, 2013 ; Wang et al, 2020 ). However, it is not so easy for pre-school teachers to maintain the generally positive work condition if they are experiencing enormous work overload, parenting stress and work-family conflict, and subsequent low job satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict

2021

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Online education has become a vital weapon to fight against the COVID-19 epidemic in the world. In the home-based online education environment, female pre-school teachers are expected to balance the dual roles of teacher and mother at the same time, which may trigger the work-family conflict. Although previous studies analyzed individual stressors, work-family conflict and its outcomes, there is little research on pre-school teachers' work and parenting experience during major public health emergencies. The current study examined the associations among work overload, parenting stress, work-family conflict, and job satisfaction during the COVID-19. Seven hundred eighteen female pre-school teachers with children who worked online at home participated in the study. Female pre-school teachers reported that the COVID-19 has increased work overload and parenting stress. Moreover, work overload was negatively associated with job satisfaction via its positive association with work-to-family conflict. Parenting stress was negatively associated with job satisfaction via both family-to-work conflict and work-to-family conflict. The study contributes to a better understanding of the association among female pre-school teachers' work overload, parenting stress, work-family conflict, and job satisfaction. Our findings highlighted potential avenues for interventions aimed at balancing female pre-school teachers' work and family and improving their job satisfaction during the COVID-19.

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Section: Literature Reviewmentioning

confidence: 99%

Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict

2021

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“…According to the recommendations of Gorsuch (1983), the official sample size for the study should be no fewer than five times the number of total questionnaire items; this study employed 58 items in total, and by using convenience sampling from schools willing to collaborate with the researchers, 411 preschool teachers from the Guangdong province of China were selected as the study participants. Preschool teachers in the current study referred the educators who provided enlightenment education to children aged 3-6 (Ayers, 1989;Wang et al, 2020).…”

Section: Samplementioning

confidence: 99%

Relationship Between Emotional Labor and Mental Health in Preschool Teachers: Mediation of Psychological Capital

2022

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This study explored the relationship among the emotional labor, psychological capital, and mental health of preschool teachers. A questionnaire survey was conducted on 411 preschool teachers in China. The results revealed the following: (1) One emotional labor strategy (Surface acting) had a significant negative effect on mental health, whereas two emotional labor strategies (expression of naturally felt emotions and deep acting) had significant positive effects. (2) The psychological capital of preschool teachers had a complete mediation on the relationship between expression of naturally felt emotions and mental health and between the deep acting and mental health.

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“…It is believed that the quality of the preschool teacher-child relationship is largely determined by the individual characteristics of the teacher and the interpersonal communication skills (Sabol & Pianta, 2012). Teachers' educational level (Hale-Jinks, Knopf & Kemple, 2006;Wang, et al, 2020), duration of professional experience (Castle et al, 2016;Choi & Dobbs-Oates, 2016), beliefs about children's behaviors and development (Coplan vd., 2014;(Williford, Wolcott , Whittaker, & Locasale-Crouch, 2015)), and mental problems (Clarke-Stewart, Vandell, Burchinal, O'Brien, and McCartney, 2002) are considered to be factors associated with their interactions with children. However, the results of international studies on this subject are not consistent with each other (Wang, et al, 2020).…”

Section: Kaynakçamentioning

confidence: 99%

Okul Öncesi Öğretmen-Çocuk Etkileşimlerinin Niteliğine Etki Eden Faktörler

Evcin¹,

Zembat²

2021

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Bu makalenin amacı okul öncesi öğretmen-çocuk etkileşimlerinin kalitesi ile ilişkili faktörler üzerine yapılmış çalışmaları derleyerek alana Türkçe bir kaynak kazandırmaktır. Okul öncesi dönem gelişimsel ilerleme hızının en yüksek olduğu periyot olarak kabul edilir. Bu dönemde çocuğun yakın çevresinde bulunan yetişkinlerin gelişim üzerinde önemli etkileri vardır. Çoğu zaman bu yetişkin figürü ebeveynlerdir. Ancak her iki ebeveynin de çalıştığı aile sayısındaki artışa paralel olarak, küçük çocuklar zamanlarının önemli bir kısmını okul öncesi kurumlarda ve ebeveyn olmayan yetişkinler (okul öncesi öğretmenler) ile etkileşimde bulunarak geçirmektedirler. Araştırmalar okul öncesi öğretmen-çocuk etkileşimlerinin, çocukların gelişimi üzerinde önemli etkilerinin olduğunu göstermektedir. Bu nedenle öğretmen-çocuk etkileşiminin kalitesi ile ilişkili faktörleri belirlemek amacıyla çok sayıda çalışma yapılmış ancak birbirleri ile uyumlu olmayan, farklı sonuçlara ulaşılmıştır. Bu durum, öğretmen-çocuk etkileşiminin kalitesine etki eden faktörleri belirlemeyi sağlayacak yeni çalışmalara ihtiyaç duyulduğunu göstermektedir.

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Teacher qualifications and development outcomes of preschool children in rural China

Cited by 23 publications

References 50 publications

Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict

Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict

Relationship Between Emotional Labor and Mental Health in Preschool Teachers: Mediation of Psychological Capital

Okul Öncesi Öğretmen-Çocuk Etkileşimlerinin Niteliğine Etki Eden Faktörler

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