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Journal articles on the topic 'Early childhood teachers Teachers Job satisfaction'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Bhamani, Shelina. "Factors Determining Job Satisfaction of Early Childhood Teachers." IOSR Journal of Humanities and Social Science 3, no. 1 (2012): 43–48. http://dx.doi.org/10.9790/0837-0314348.

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김희정, 임유경, and Back young ae. "Relationships among job satisfaction, teacher efficacy, and empathy of early childhood teachers." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 53–72. http://dx.doi.org/10.16978/ecec.2017.12.1.003.

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Lee, Jung-Hyun, and Hyo-Jin Ahn. "A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers." Korean Journal of Child Studies 33, no. 4 (August 31, 2012): 129–41. http://dx.doi.org/10.5723/kjcs.2012.33.4.129.

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O, Kyongsoon, and Hyunsuk Yoon. "Development and Validation of Job Satisfaction Scale for Early Childhood Teachers." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 869–84. http://dx.doi.org/10.22143/hss21.9.6.62.

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Sak, Ramazan. "Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism." Early Childhood Education Journal 46, no. 6 (March 20, 2018): 643–53. http://dx.doi.org/10.1007/s10643-018-0895-9.

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Chae, Seung-Hee, and Jung-Hee Kim. "Relationship between Social Support, Job Satisfaction and Resilience of Early Childhood Teachers." Journal of Children's Literature and Education 21, no. 2 (June 30, 2020): 233–52. http://dx.doi.org/10.22154/jcle.21.2.10.

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Randall, Ken, Timothy G. Ford, Kyong-Ah Kwon, Susan S. Sisson, Matthew R. Bice, Danae Dinkel, and Jessica Tsotsoros. "Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators." International Journal of Environmental Research and Public Health 18, no. 18 (September 7, 2021): 9430. http://dx.doi.org/10.3390/ijerph18189430.

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Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.
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Kim, in hee, and jin kyung Kim. "The Effects of Early Childhood Teachers' Emotional Intelligence, Job Satisfaction and Teacher Efficacy on Teacher Efficacy on Teacher-Preschooler Interacation." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 1075–100. http://dx.doi.org/10.22251/jlcci.2020.20.17.1075.

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Kim, HeeYoung, and Ji-Myeong Hong. "The mediating effect of teacher efficacy on the relationship between teacher commitment and job satisfaction in early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 19 (October 15, 2017): 245–61. http://dx.doi.org/10.22251/jlcci.2017.17.19.245.

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Kim, Yeoung Mi, and Kyung Nim Lee. "Structural Relationships Among Directors’ Coachin Leadership, Organizational Culture, Early Childhood Teachers’ Empowerment, Teacher-Efficacy and Job Satisfaction." Korean Journal of Child Education and Care 18, no. 2 (June 30, 2018): 183–202. http://dx.doi.org/10.21213/kjcec.2018.18.2.183.

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Min, Jae Chul, Jang Hwan Kim, Myung Soo Choi, and Seok Min Shin. "The Influence of Teachers` Early Childhood Happiness and Self-Identity upon Teacher Efficacy, Interaction and Job Satisfaction." Journal of Sport and Leisure Studies 50 (December 31, 2012): 325–38. http://dx.doi.org/10.51979/kssls.2012.12.50.325.

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You-Jung, Kang. "The Influence of Early Childhood Teachers’ Psychological Capital on Creativity and Job Satisfaction." Korean Society for Child Education 24, no. 3 (August 25, 2015): 65–81. http://dx.doi.org/10.17643/kjce.2015.24.3.04.

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Yi, Seong-Yong. "A Study on the Job Satisfaction and Burnout of Early Childhood Special Teachers." Soonchunhyang Exceptional Children Institute 7, no. 1 (June 30, 2020): 1–14. http://dx.doi.org/10.33125/kdps.2020.7.1.1.

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Lee, Kyeong-Hwa, Jung-Su Lim, Hye-Young Jung, and Eun-Joo Sim. "Discriminant Analysis of the WSSECT on Early Childhood Teachers' Happiness and Job Satisfaction." Journal of Fisheries and Marine Sciences Education 27, no. 2 (April 30, 2015): 399–413. http://dx.doi.org/10.13000/jfmse.2015.27.2.399.

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KIM, Kyoung-Mi, Ja-Kyoung KIM, and Sung-Wook JANG. "Relationship among Happiness, Teachers' Efficacy and Job Satisfaction of Early Childhood Special Education Teachers according to the Backgrounds." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 29, no. 1 (February 28, 2017): 13–30. http://dx.doi.org/10.13000/jfmse.2017.29.1.13.

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Kang, Sin­young, and Hyuk­Jun Moon. "The Mediating Effect of Teacher Efficacy on the Relationship Between Grit and Job Satisfaction in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 17 (September 15, 2019): 905–22. http://dx.doi.org/10.22251/jlcci.2019.19.17.905.

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Lee, Hieun. "The Mediating Effects of Early Childhood Teachers’ Teacher Efficacy on the Relationship Between Work Environment and Job Satisfaction." Journal of Humanities and Social sciences 21 11, no. 6 (December 30, 2020): 2495–510. http://dx.doi.org/10.22143/hss21.11.6.176.

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Chung, Dukhee. "The mediating effect of job satisfaction on early childhood teachers’ ethical awareness and practice." Journal of Korea Open Association for Early Childhood Education 24, no. 4 (August 31, 2019): 29–48. http://dx.doi.org/10.20437/koaece24-4-02.

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Bae, donghwa, and hyunah Seo. "Influence of Organizational Commitment and Job Satisfaction on Instructional Professionalism in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 22 (November 30, 2019): 965–88. http://dx.doi.org/10.22251/jlcci.2019.19.22.965.

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Granger, Robert C., and Elisabeth Marx. "The policy implications of job satisfaction ratings for recruiting and retaining early childhood teachers." Child & Youth Care Forum 21, no. 4 (August 1992): 229–46. http://dx.doi.org/10.1007/bf00757192.

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CHOI, Young-Hee. "The influence of psychological happiness from early childhood teachers’ emotional labor and job satisfaction." Association of Korea Counseling Psychology Education Welfare 2, no. 2 (June 30, 2015): 49–65. http://dx.doi.org/10.20496/cpew.2015.2.2.49.

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22

Şahin, Fatma Tezel, and Ramazan Sak. "A Comparative Study of Male and Female Early Childhood Teachers’ Job Satisfaction in Turkey." Early Childhood Education Journal 44, no. 5 (September 9, 2015): 473–81. http://dx.doi.org/10.1007/s10643-015-0738-x.

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Jeon, Hyo Jeong, Kyung Nim Lee, and Eun Kyoung Goh. "The Effects of Early Childhood Teachers’ Emotional Intelligence on Young Children’s Happiness：Based on Mediating Effects of Teachers’ Job Satisfaction." Korean Journal of Child Studies 36, no. 6 (December 31, 2015): 125–46. http://dx.doi.org/10.5723/kjcs.2015.36.6.125.

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24

Sibagariang, Pradita Permatasari, and Weny Savitry S. Pandia. "Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 41–59. http://dx.doi.org/10.21009/jpud.151.03.

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Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60. Ismawati, D., & Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671 Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning. Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40. Johar, R., & Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237 Lee, C., & Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243.n341. Masdudi, M. (2016). Karakteristik perkembangan pendidikan anak usia dini. Jurnal Pendidikan Anak, 1(2), 1-26. Moran, M., & Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Mulyani, S., Nasution, E., & Pratiwi, I. (2020). Hubungan efikasi diri dan keterikatan kerja guru taman kanak-kanak. JP3SDM, 9(1), 74-89. Ndari., & Chandrawaty. (2018). Telaah kurikulum pendidikan anak usia dini. Edu Publisher. Nindiati, D. (2020). Pengelolaan pembelajaran jarak jauh yang memandirikan siswa dan implikasinya pada pelayanan pendidikan. Journal of Education and Instruction, 3(1), 14-20. Restyningtyas, D. (2013). Penerapan Child Centered pada Anak Usia Dini di Taman Anak (TA) Sanggar Anak Alam (SALAM). Fakultkas Ilmu Pendidikan Universitas Negeri Yogyakarta. Saifulloh, A. M., & Darwis, M. (2020). Manajemen pembelajaran dalam meningkatkan efektifikas proses belajar mengajar di masa pandemic covid-19. Jurnal Pendidikan Guru Madrasah Ibtidaiyah. 3(2). Saptaningrum, ernawati & wiwik, & refiane, fine. (2012). Model pembelajaran aktif kreatif efektif menyenangkan melalui pendekatan tematik untuk pembelajaran sains. Jurnal penelitian pembelajaran fisika. 2. 10.26877/jp2f.v2i1/april.125. Scarlett, W. (Ed.) (2014). The sage encyclopedia of classroom management. (Vols. 1-2). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243 Schweinhart, L. (2016). Child-initiated learning. In D. Couchenour, & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). SAGE Publications, Inc, https://www.doi.org/10.4135/9781483340333.n61 Shaukat, S., & Iqbal, H. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85. Soedjono, 2008. Pembelajaran Sains Moderen. http://www.guru-scn/pakem.html. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 201-214. Tiara, D. R., & Pratiwi, E. (2020). Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring Di Lembaga PAUD. Jurnal Golden Age, 4(02), 362-368. Utami, dkk. (2014). Modul PLPG pendidikan anak usia dini, Buku I. Konsorsium Sertifikasi Guru. Yusnita, N., & Muqowim. (2020). Pendekatan student centered learning dalam menanamkan karakter disiplin dan mandiri anak di TK Annur II. Jurnal Ilmiah Potentia, 5(2), 116–126.
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김영미 and Kyung-Nim Lee. "The effects of a principal’s coaching-type leadership, early childhood teachers organizational commitment, and teacher efficacy on job satisfaction." Journal of Eco Early Childhood Education & Care 17, no. 2 (May 2018): 53–77. http://dx.doi.org/10.30761/ecoece.2018.17.2.53.

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Jeon, Lieny, and Michael B. Wells. "An Organizational-Level Analysis of Early Childhood Teachers’ Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover." Child & Youth Care Forum 47, no. 4 (February 21, 2018): 563–81. http://dx.doi.org/10.1007/s10566-018-9444-3.

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Gong, Eun-Hwa. "Meta Analysis of the Correlation between early Childhood Teachers' Teaching Efficacy and their Job Satisfaction." Journal of the Korea Contents Association 16, no. 1 (January 28, 2016): 391–402. http://dx.doi.org/10.5392/jkca.2016.16.01.391.

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이경순 and 노진형. "The Effect of Director's Transformational Leadership on Efficacy and Job Satisfaction of Early Childhood Teachers." EARLY CHILDHOOD EDUCATION & CARE 8, no. 1 (April 2013): 269–84. http://dx.doi.org/10.16978/ecec.2013.8.1.011.

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Kim, Yeoungmi, and Doobeom Kim. "Structural Relationships among Cooperative Organizational Culture, the Empowerment of Early Childhood Teachers’ and Job Satisfaction." Society for Cognitive Enhancement and Intervention 9, no. 2 (August 31, 2018): 137–52. http://dx.doi.org/10.21197/jcei.9.2.8.

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Jungwon Kim and 민희숙. "The effects of kindergarten directors’ moral leadership on early childhood teachers’ autonomy and job satisfaction." Korean Journal of Early Childhood Education 33, no. 2 (April 2013): 237–57. http://dx.doi.org/10.18023/kjece.2013.33.2.011.

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Kim, Sun-Ran, and Yong-Mi Kim. "Effects of Interpersonal Stress on Job Satisfaction among Early Childhood Teachers: Mediating Effects of Happiness." Korea Journal of Child Care and Education 125 (November 30, 2020): 173–202. http://dx.doi.org/10.37918/kce.2020.11.125.173.

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Chae, Jin-Young. "The Influence of Teacher Efficacy and Stress Coping Strategies on Job Satisfaction of Teachers in Early Childhood Education and Care." Journal of Korean Child Care and Education 9, no. 6 (December 31, 2013): 223–41. http://dx.doi.org/10.14698/jkcce.2013.9.6.223.

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Cho, Myoung-Sun, and Jae-Kyu Lee. "A Study of the Relationship Between Job Status and Job Satisfactions on Early Childhood Teachers." Journal of the Korea Entertainment Industry Association 13, no. 8 (December 31, 2019): 469–78. http://dx.doi.org/10.21184/jkeia.2019.12.13.8.469.

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Kang, Hyun Mi, and So Yun Park. "Difference of job satisfaction and turnover intention according to grit duster type in early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 21 (November 15, 2018): 787–806. http://dx.doi.org/10.22251/jlcci.2018.18.21.787.

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Her, Eun Ha, and Sang Lim Kim. "The Effects of Early Childhood Teachers’ Professionalism in Teaching and Job Satisfaction on Their Teaching Efficacy." Korean Journal of Child Education and Care 19, no. 1 (March 31, 2019): 145–57. http://dx.doi.org/10.21213/kjcec.2019.19.1.145.

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Kim, Sa Nyeo, and Sung Sook Pu. "The Impact of Communicative Competence on the Teaching Efficacy and Job Satisfaction of Early Childhood Teachers." Korean Journal of Human Ecology 22, no. 4 (August 30, 2013): 511–24. http://dx.doi.org/10.5934/kjhe.2013.22.4.511.

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Kim, Hee-Jung, and Hyun Ah Seo. "Impact of Job Satisfaction, Creative Personality and Teaching Flow on Teaching Performance in Early Childhood Teachers." Journal of Children's Literature and Education 17, no. 3 (September 30, 2016): 391–412. http://dx.doi.org/10.22154/jcle.17.3.17.

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Kang, Sin-Young, and Hyuk-Jun Moon. "Difference of Job Satisfaction and Organizational Commitment According to Grit Cluster Type in Early Childhood Teachers." Korea Journal of Child Care and Education 121 (March 31, 2020): 41–67. http://dx.doi.org/10.37918/kce.2020.03.121.41.

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Baik, Eun-Young, and Hye-Yoon Kim. "The effects of early childhood teachers’ self­ef icacy on job satisfaction: mediating effects of social support." korean Jouranl of Early Childhood Education 20, no. 4 (January 31, 2019): 47–66. http://dx.doi.org/10.15409/riece.2019.20.4.3.

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Lee, Jin Wha, and Won Shin Lim. "The Influence of Early Childhood Teachers' Achievement Goal Orientation and Organizational Citizenship Behavior on Job-Satisfaction." Journal of Korean Child Care and Education 10, no. 5 (October 31, 2014): 159–74. http://dx.doi.org/10.14698/jkcce.2014.10.5.159.

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Choi, Mi-Sook, and A.-Young Jeon. "The relationship and effect between early childhood teachers' optimism about human rights sensitivity and their job satisfaction." Journal of Korea Open Association for Early Childhood Education 21, no. 4 (August 31, 2016): 301–20. http://dx.doi.org/10.20437/koaece21-4-13.

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김은정 and 하선혜. "Mediating effects of self-leadership in relation to creative personality and job satisfaction in early childhood teachers." Journal of Eco Early Childhood Education & Care 18, no. 4 (November 2019): 131–53. http://dx.doi.org/10.30761/ecoece.2019.18.4.131.

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Yoo, Kyeong-Sook. "Study of the impact of perceived social support on job satisfaction and exhaustion by early childhood teachers." Korean Society for Child Education 29, no. 1 (February 25, 2020): 5–20. http://dx.doi.org/10.17643/kjce.2019.29.1.01.

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Ding, Xiuying, and Bookyung Cho. "The relationship between korean-chinese early childhood teachers' background variables, professional development and job satisfaction in china." korean Jouranl of Early Childhood Education 18, no. 1 (April 30, 2016): 135–54. http://dx.doi.org/10.15409/riece.2016.18.1.135.

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Lee, Ji Su, and Jisu Han. "The Mediating Role of Communicative Competence in the Relationship Between Early Childhood Teachers’ Empathy and Job Satisfaction." Early Childhood Education Research & Review 24, no. 6 (December 31, 2020): 175–94. http://dx.doi.org/10.32349/ecerr.2020.12.24.6.175.

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Oh, Sekyoung, Kitak Lee, and Byeongeun Kang. "The moderating effect of job stress on the relationship between job satisfaction and psychological well-being of early childhood teachers." Journal of Korea Open Association for Early Childhood Education 24, no. 4 (August 31, 2019): 89–112. http://dx.doi.org/10.20437/koaece24-4-05.

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Lee, Su Jin, and Sang Ok Kim. "Mediating Effects of Happiness on the Relationships of Adult Attachment and Job Environment to Job Satisfaction Among Early Childhood Teachers." Korean Journal of Child Education and Care 19, no. 4 (December 31, 2019): 171–88. http://dx.doi.org/10.21213/kjcec.2019.19.4.171.

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48

Gil, Hyeon-Ju. "The Effect of Organizational Culture and Job Satisfaction On Teachers’ Psychological Well-beings in Early Childhood Education Settings." Korean Society for Child Education 25, no. 4 (November 25, 2016): 93–107. http://dx.doi.org/10.17643/kjce.2016.25.4.06.

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49

Lee, Hi-Eun. "A Structural Analysis of Early childhood teachers’ job Performance And Its Related Variables: Focusing on Job Satisfaction, Happiness, Relationship-oriented Organizational Culture." Journal of Future Early Childhood Education 24, no. 1 (February 25, 2017): 231–56. http://dx.doi.org/10.22155/jfece.24.1.231.256.

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50

Chung, Mira, Kijoo Cha, Jongho Shin, Soowon Park, Jiyeon Min, and Minjeong Kim. "Relations Between Goal-Orientation Profiles and Teacher Efficacy, Psychological Well-Being, and Job Satisfaction in Early Childhood and Elementary School Teachers: Using Latent Profile Analysis." Korean Journal of Child Studies 37, no. 2 (April 30, 2016): 169–87. http://dx.doi.org/10.5723/kjcs.2016.37.2.169.

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