Conceptual Definition and Analysis of the Quality of Working Environment for Kindergarten Teachers

Abstract

In recent years, the focus on early childhood education has shifted from merely providing care to emphasizing high-quality nurturing. Consequently, there has been increased societal attention and demand for kindergarten teachers. Within the context of comprehensive enhancements in the quality of early childhood education, a paradox has arisen between the high expectations for kindergarten teachers and the prevailing issues of low compensation and limited foundation in their working environment. As direct participants in educational activities, kindergarten teachers working environment significantly influences not only the well-being of young children but also the overall quality of early childhood education. While many administrators and governmental bodies recognize the impact of environment on individuals, the current state of the working environment for kindergarten teachers in terms of external support, its scientific assessment, and how its specific components affect teachers professional well-being necessitates systematic discussion. Therefore, this study aims to examine the concept of the quality of working environment for kindergarten teachers within the context of Chinese culture and to critically analyze relevant concepts. This endeavor seeks to enrich theoretical frameworks and assist practical administrators in better regulating the constituent elements of the working environment to more accurately safeguard the external conditions of kindergarten teaching.