Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Liu, Li, Yang, Chuan, Huang, Dawei
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
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
_version_ 1783649525716484096
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
work_keys_str_mv AT liuli howdoempoweredleadersinfluencethejobsatisfactionofkindergartenteachersinchinaevidencefrommediationanalysis
AT yangchuan howdoempoweredleadersinfluencethejobsatisfactionofkindergartenteachersinchinaevidencefrommediationanalysis
AT huangdawei howdoempoweredleadersinfluencethejobsatisfactionofkindergartenteachersinchinaevidencefrommediationanalysis