Research on Professional Life Quality of Preschool Teachers in Chinese Poverty Counties: Job Satisfaction’ Perspective

Kongchao He,Xiaoping Yang,Yongbo Zhang,Min Li

doi:10.5539/ass.v11n9p176

Abstract

Preschool teachers’ job satisfactions are the core representation of teachers’ professional life quality. Throughevaluating the preschool teachers’ job satisfactions in Chinese poverty counties, we can predict the level ofpreschool teachers’ professional living quality in poverty-stricken areas. Taken 110 teachers in Poverty County Fas sample, using questionnaire and interview, it is concluded that: the overall situation of job satisfaction ofpreschool teachers in poverty-stricken areas is still insufficient ideal, the dissatisfaction of economic income andworking conditions are still most prominent phenomenon. In order to improve preschool teachers’ jobsatisfaction working in remote poverty counties, thus enhancing the preschool education quality in impoverishedareas, it is urgent to promote the level of teachers’ salaries and make kindergarten physical environment better.Meanwhile, improving leadership style, building good working atmosphere in preschools and then increasingteachers’ in-service training opportunities are also important.

Highlights

Teacher is the core factor to the development and reform of education
In order to inspect pertinently the preschool teachers’ professional living quality in Chinese poverty-stricken areas, the whole sampling process consists of two steps: firstly, by means of purposeful sampling, choose Poverty County F located in remote rural areas of Chongqing City as the sample, which is one of most poverty-stricken county according to Chinese National Standard of Poverty County
After further analyzing the situation of each dimension, it is suggested that: dimensions with higher satisfaction is around relationships, especially relationship with colleagues and with children; the lowest satisfied dimension is economic income

Summary

Introduction

Teacher is the core factor to the development and reform of education. There are diverse assessment methods about the level of professional living quality, and the evaluation of job satisfaction is a important one of them. The internal factors such as teacher perceived organization support (Bogler et al, 2012), self-efficacy (Klassen et al, 2010), motivation (Nadim et al, 2012), vocational values (Xu & Zhang, 2012), emotion regulation mode (Zhang & Liu, 2008), professional commitment (Xu & Zhu,2005), professional identity (Tang, 2009) and external factors such as leadership style A series of central policies and Action Plans issued by Zhōngguó zhèngfǔ (源语言: 中文)

Methods

Results

Discussion

Conclusion