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How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis
Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context. The participants were 557 Chinese kind...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7874125/ https://www.ncbi.nlm.nih.gov/pubmed/33584421 http://dx.doi.org/10.3389/fpsyg.2020.586943 |
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author | Liu, Li Yang, Chuan Huang, Dawei |
author_facet | Liu, Li Yang, Chuan Huang, Dawei |
author_sort | Liu, Li |
collection | PubMed |
description | Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context. The participants were 557 Chinese kindergarten female teachers whose average number of years of experience was 2.82 (SD = 3.02). They completed a self-report survey regarding empowering leadership, vigor, affective commitment, and job satisfaction. The study results show that vigor and affective commitment could mediate the relationship between empowering leadership and job satisfaction. Finally, we discuss the findings of this study in depth. At the same time, we suggest that administrators should focus on the empowering leadership of Chinese kindergarten teachers, strive to increase their level of dynamism, and finally, strengthen the emotional connection between the organization and the Chinese kindergarten teachers. Thus, we suggest that educational administrators should empower kindergarten teachers more, rather than allowing them to be mere enforcers. In addition, how to enhance the individual dynamics of early childhood teachers and their emotional connection to the organization may also be something for educational administrators to consider. |
format | Online Article Text |
id | pubmed-7874125 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-78741252021-02-11 How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis Liu, Li Yang, Chuan Huang, Dawei Front Psychol Psychology Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context. The participants were 557 Chinese kindergarten female teachers whose average number of years of experience was 2.82 (SD = 3.02). They completed a self-report survey regarding empowering leadership, vigor, affective commitment, and job satisfaction. The study results show that vigor and affective commitment could mediate the relationship between empowering leadership and job satisfaction. Finally, we discuss the findings of this study in depth. At the same time, we suggest that administrators should focus on the empowering leadership of Chinese kindergarten teachers, strive to increase their level of dynamism, and finally, strengthen the emotional connection between the organization and the Chinese kindergarten teachers. Thus, we suggest that educational administrators should empower kindergarten teachers more, rather than allowing them to be mere enforcers. In addition, how to enhance the individual dynamics of early childhood teachers and their emotional connection to the organization may also be something for educational administrators to consider. Frontiers Media S.A. 2021-01-11 /pmc/articles/PMC7874125/ /pubmed/33584421 http://dx.doi.org/10.3389/fpsyg.2020.586943 Text en Copyright © 2021 Liu, Yang and Huang. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Liu, Li Yang, Chuan Huang, Dawei How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title | How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title_full | How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title_fullStr | How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title_full_unstemmed | How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title_short | How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis |
title_sort | how do empowered leaders influence the job satisfaction of kindergarten teachers in china? evidence from mediation analysis |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7874125/ https://www.ncbi.nlm.nih.gov/pubmed/33584421 http://dx.doi.org/10.3389/fpsyg.2020.586943 |
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