Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (6): 616-624.

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The Characteristics of Kindergarten Teachers’ Occupational Well-being and Its Relationship with Occupational Commitment

WANG Gang   

  1. College of Preschool Education, Chengdu University, Chengdu 610106, China
  • Online:2013-11-15 Published:2013-11-15

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Abstract: In order to explore the characteristics of kindergarten teachers' occupational well-being and its relationship with occupational commitment, 533 kindergarten teachers in Sichuan and Chongqing were investigated randomly by KTOWBS and TOCS. The results showed that: (1) The level of kindergarten teachers' occupational well-being except cognitive well-being was relatively high. The psychological and emotional well-being of kindergarten teachers in town were significantly better than those in countryside, and the social well-being of kindergarten teachers in public kindergartens was significantly better than that in private kindergartens. (2) Kindergarten teachers earning more than 1000 Yuan a month were significantly better than those earning less than 1000 Yuan a month in social well-being; Kindergarten teachers earning more than 2000 Yuan a month were significantly better than those earning less than 2000 Yuan a month in psychological, emotional and cognitive well-being. Whereas with the prolongation of working hours, theirs psychological well-being decreased. (3) Dimensions of kindergarten teachers' occupational well-being correlated with affective commitment, normative commitment and continuance commitment differently. Hierarchical linear regression showed: the coefficient of prediction of social, cognitive, emotional and psychological well-being to affective commitment was 17%, the coefficient of prediction of cognitive and social well-being to normative commitment was 7%, and the coefficient of prediction of social well-being to continuance commitment was 1%.

Key words: kindergarten teachers, occupational well-being, occupational commitment

CLC Number: 

  • G443
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