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Zhang S, Huang W, Li H. Perceived organizational support and occupational commitment: A study among male kindergarten teachers. Heliyon 2023; 9:e20369. [PMID: 37809939 PMCID: PMC10560051 DOI: 10.1016/j.heliyon.2023.e20369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Revised: 09/15/2023] [Accepted: 09/20/2023] [Indexed: 10/10/2023] Open
Abstract
In the field of early childhood education, research has increasingly paid attention to male kindergarten teachers as research subjects. The shortage of male professionals in this field, coupled with the persistent issue of high turnover rates, presents significant challenges to the preschool education sector. Elevating the retention rate of male kindergarten teachers stands as a vital concern, with occupational commitment emerging as a pivotal factor influencing retention. This study endeavors to construct a moderated mediation model to unveil the potential pathways through which perceived organizational support, occupational well-being, and person-job fit impact occupational commitment. This study administered a questionnaire that included person-job fit, perceived organizational support, occupational well-being, and occupational commitment scales. The study collected 402 valid responses from male kindergarten teachers. The findings reveal several key insights: perceived organizational support has a positive direct influence on occupational commitment; occupational well-being acts as a mediator in the relationship between perceived organizational support and occupational commitment; and person-job fit plays a moderating role, negatively impacting the predictive effect of occupational well-being on occupational commitment. Consequently, perceived organizational support can exert both a direct influence on occupational commitment and an indirect impact, mediated by occupational well-being, with person-job fit moderating the latter pathway. These results contribute to the quantitative literature surrounding male kindergarten teachers, offering valuable insights. Moreover, they furnish policymakers in preschool education and kindergarten management with effective strategies to bolster the occupational commitment of male kindergarten teachers, ultimately addressing the pressing issue of teacher turnover in this field.
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Affiliation(s)
- Shuyue Zhang
- Faculty of Education, Guangxi Normal University, Guilin, China
| | - Weiwei Huang
- Faculty of Education, Guangxi Normal University, Guilin, China
- School of Education, Zhaoqing University, Zhaoqing, China
| | - Hui Li
- School of Education, Zhaoqing University, Zhaoqing, China
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Matsuo M, Matsumoto K, Higashijima M, Shirabe S, Tanaka G, Yoshida Y, Higashi T, Miyabara H, Komatsu Y, Iwanaga R. Diagnostic model for preschool workers' unwillingness to continue working: Developed using machine-learning techniques. Medicine (Baltimore) 2023; 102:e32630. [PMID: 36637924 PMCID: PMC9839289 DOI: 10.1097/md.0000000000032630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/14/2023] Open
Abstract
The turnover of kindergarten teachers has drastically increased in the past 10 years. Reducing the turnover rates among preschool workers has become an important issue worldwide. Parents have avoided enrolling children in preschools due to insufficient care, which affects their ability to work. Therefore, this study developed a diagnostic model to understand preschool workers' unwillingness to continue working. A total of 1002 full-time preschool workers were divided into 2 groups. Predictors were drawn from general questionnaires, including those for mental health. We compared 3 algorithms: the least absolute shrinkage and selection operator, eXtreme Gradient Boosting, and logistic regression. Additionally, the SHapley Additive exPlanation was used to visualize the relationship between years of work experience and intention to continue working. The logistic regression model was adopted as the diagnostic model, and the predictors were "not living with children," "human relation problems with boss," "high risk of mental distress," and "work experience." The developed risk score and the optimal cutoff value were 14 points. By using the diagnostic model to determine workers' unwillingness to continue working, supervisors can intervene with workers who are experiencing difficulties at work and can help resolve their problems.
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Affiliation(s)
- Moemi Matsuo
- Faculty of Rehabilitation Sciences, Nishi Kyushu University, Kanzaki, Saga, Japan
| | - Koutarou Matsumoto
- Biostatistics Center, Kurume University, Kurume, Fukuoka, Japan
- * Correspondence: Koutarou Matsumoto, Biostatistics Center, Kurume University, 67 Asahimachi, Kurume, Fukuoka 830-0011, Japan (e-mail: )
| | - Misako Higashijima
- Faculty of Rehabilitation Sciences, Nishi Kyushu University, Kanzaki, Saga, Japan
| | - Susumu Shirabe
- National Research Center for the Control and Prevention of Infectious Diseases Nagasaki University, Nagasaki, Japan
| | - Goro Tanaka
- Unit of Medical Science, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Nagasaki, Japan
| | - Yuri Yoshida
- Center for Child Mental Health Care and Education, Nagasaki University, Nagasaki, Japan
- Faculty of Education, Nagasaki University, Nagasaki, Japan
| | - Toshio Higashi
- Unit of Medical Science, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Hiroya Miyabara
- Faculty of Rehabilitation Sciences, Nishi Kyushu University, Kanzaki, Saga, Japan
| | - Youhei Komatsu
- Faculty of Rehabilitation Sciences, Nishi Kyushu University, Kanzaki, Saga, Japan
| | - Ryoichiro Iwanaga
- Unit of Medical Science, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Nagasaki, Japan
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Matsuo M, Higashijima M. Why Do They Leave? The Counterplans to Continue Working among Preschool Workers in Japan: A Cross-Sectional Survey. CHILDREN (BASEL, SWITZERLAND) 2022; 10:children10010032. [PMID: 36670583 PMCID: PMC9856549 DOI: 10.3390/children10010032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 12/21/2022] [Accepted: 12/22/2022] [Indexed: 12/29/2022]
Abstract
Three institutions predominantly care for preschool children in Japan: kindergartens, authorized childcare institutions, and nursery centers. Recently, the turnover rates of preschool workers in these institutions have been high, and Japan has been facing a shortage of kindergarten teachers. The study aimed to provide concrete counterplans to reduce preschool workers' turnover rate. To determine the causes of turnover, we conducted a cross-sectional survey. We recruited preschool workers from several kindergartens, authorized childcare institutions, and nursery centers in Japan to fill out a survey regarding counterplans for employment. Of the 1002 surveys, 551 (541 women; 10 men) complete surveys were received (response rate: 55%). A total of 295 participants answered that they were unwilling to continue working for longer than five years and completed the questionnaires. The Jiro Kawakita method was used to categorize and analyze the four sections of the counterplan questionnaires. The results showed that the main reasons for high turnover were overtime work, low salary, and difficult human relations. To solve these issues, the counterplan ideas such as workshop ideas and conditions conducive to continuing working longer were related to human relations, work conditions, and mental health.
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Ishibashi S, Tokunaga A, Shirabe S, Yoshida Y, Imamura A, Takahashi K, Kawano K, Iwanaga R, Tanaka G. Burnout among kindergarten teachers and associated factors. Medicine (Baltimore) 2022; 101:e30786. [PMID: 36197261 PMCID: PMC9509133 DOI: 10.1097/md.0000000000030786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Burnout among kindergarten teachers is a subject of great concern. Although burnout is reported to be significantly associated with turnover intention and work engagement, few studies have examined factors associated with burnout among these teachers. Therefore, in the present study, we performed a cross-sectional survey of burnout and associated factors among kindergarten teachers. We distributed 3363 questionnaires to all 205 authorized kindergartens and childcare institutions in Nagasaki Prefecture and received 1086 responses (response rate: 32.3%). The participants were limited to full-time female class teachers. After excluding survey forms with incomplete content, we ultimately examined valid responses from 442 participants. The survey examined burnout (Maslach Burnout Inventory, MBI), teacher stress (Nursery Teacher's Stress Scale, NTSS), coping behaviors (Brief Scales for Coping Profile, BSCP), and social support (Social Support Scale, SSS). A multiple regression analysis revealed that all 3 MBI subscales were positively associated with "understanding of how to handle children" on the NTSS and negatively associated with "superiors" on the SSS. "Emotional exhaustion" was significantly associated with "interpersonal relations at work" and "lack of time" on the NTSS, and "avoidance and suppression" on the BSCP. "Depersonalization" was significantly associated with age, "disconnect in working conditions" on the NTSS, and "proactive problem solving" and "venting emotions to others" on the BSCP. "Diminished professional accomplishment" was significantly associated with age, "lack of time" on the NTSS, and "proactive problem solving" and "change in perspective" on the BSCP. These results suggest that support from superiors that enables teachers to better understand children and handle them appropriately is necessary to prevent burnout.
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Affiliation(s)
- Syunsaku Ishibashi
- Department of Occupational Therapy Sciences, Nagasaki University Graduate School of Biomedical Sciences, Sakamoto, Nagasaki, Japan
- Saikai Hospital, Gonjojimachi, Sasebo, Japan
| | - Akiko Tokunaga
- Department of Health Sciences, Nagasaki University Graduate School of Biomedical Sciences, Sakamoto, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
- *Correspondence: Akiko Tokunaga, Department of Health Sciences, Nagasaki University Graduate School of Biomedical Sciences, 852-8520, 1-7-1 Sakamoto, Nagasaki, Japan (e-mail: )
| | - Susumu Shirabe
- National Research Center for the Control and Prevention of Infectious Diseases, Nagasaki University, Sakamoto, Nagasaki, Japan
| | - Yuri Yoshida
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
- Faculty of Education, Nagasaki University, Bunkyo, Nagasaki, Japan
| | - Akira Imamura
- Department of Occupational Therapy Sciences, Nagasaki University Graduate School of Biomedical Sciences, Sakamoto, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
| | - Kousuke Takahashi
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
- Faculty of Education, Nagasaki University, Bunkyo, Nagasaki, Japan
| | - Kojiro Kawano
- Tikumaso Mental Hospital, Chuouhigashi, Ueda, Nagano
| | - Ryoichiro Iwanaga
- Department of Occupational Therapy Sciences, Nagasaki University Graduate School of Biomedical Sciences, Sakamoto, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
| | - Goro Tanaka
- Department of Occupational Therapy Sciences, Nagasaki University Graduate School of Biomedical Sciences, Sakamoto, Nagasaki, Japan
- Center for Child Mental Health Care and Education, Nagasaki University, Sakamoto, Nagasaki, Japan
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Shi D, Zhang M, Wang Y, Xu Y, Yang X. Associations between kindergarten climate and retention intention of kindergarten teachers: The chain mediating roles of perceived organizational support and psychological empowerment. Front Psychol 2022; 13:906434. [PMID: 35978772 PMCID: PMC9377455 DOI: 10.3389/fpsyg.2022.906434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 06/30/2022] [Indexed: 11/17/2022] Open
Abstract
Kindergarten climate has been reported to be closely associated with teachers' retention intention, yet the underlying mechanism of this association remains unclear in some ethnic minority areas in China. Based on the Personal-Environment Fit Theory and Organizational Support Theory, the research aims to examine the correlation between kindergarten climate and retention intention of Chinese kindergarten teachers in ethnic minority areas and the chain mediating role of perceived organizational support, as well as the psychological empowerment. In total, 1,199 Chinese kindergarten teachers were recruited from ethnic minority areas to complete the questionnaires. Based on their responses, the main findings of the study were listed as follows: (1) A supportive kindergarten climate has a positive correlation with perceived organizational support, psychological empowerment, and retention intention. (2) A positive kindergarten climate would increase the retention intention only through the indirect path of perceived organizational support, psychological empowerment, as well as the chain mediating path between these two variables. Taken together, these results further explained the interplay between kindergarten climate and teachers' retention intention. Implications for research on retention intention were discussed. Theoretically, it enriches the theoretical basis related to the external environmental resources and individual cognition. Practically, it means that educational policymakers will need to issue new guidelines to ensure that more kindergarten teachers are retained in China's ethnic minority areas.
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Affiliation(s)
- Dasheng Shi
- School of Education, Minzu University of China, Beijing, China
| | - Mengmeng Zhang
- School of Education, Minzu University of China, Beijing, China
- *Correspondence: Mengmeng Zhang
| | - Yan Wang
- School of Education, Minzu University of China, Beijing, China
| | - Yongqi Xu
- School of Education, Minzu University of China, Beijing, China
| | - Xiantong Yang
- School of Psychology, Beijing Normal University, Beijing, China
- Xiantong Yang
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Emotions, Illness Symptoms, and Job Satisfaction among Kindergarten Teachers: The Mediating Role of Emotional Exhaustion. SUSTAINABILITY 2022. [DOI: 10.3390/su14063261] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Kindergarten teachers’ emotions are an essential factor in their physical and psychological wellbeing. Previous studies mainly focused on the relationship between kindergarten teachers’ emotions and their students’ emotions while ignoring the important relationships between kindergarten teachers’ emotions and their own wellbeing (e.g., teachers’ health, job satisfaction, burnout). Therefore, this study explores teacher emotions as predictor variables, illness symptoms, and job satisfaction as criterion variables, and emotional exhaustion as a mediator. In total, 1997 kindergarten teachers completed the Teacher’s Emotion Scale, the Occupational Emotional Exhaustion Scale, the Illness Symptoms Scale, and the Job Satisfaction Scale. Results revealed that enjoyment negatively predicted illness symptoms and positively predicted job satisfaction via the mediating role of emotional exhaustion. The opposite relationships were found with anger, also confirming the mediating role of emotional exhaustion. Anxiety positively predicted illness symptoms, completely mediated by emotional exhaustion, but no relationship was found with job satisfaction. The function of emotions in teachers’ physical and mental health, implications for kindergartens’ research and practice, and suggestions for future research are discussed.
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