Kindergarten organizational climate and teachers’ job involvement

Mediating role of teaching efficacy

Bibliographic Data

ID13919849
AuthorsWeishan Liu (0009-0000-2608-2663, Hunan Women'S University, corresponding author), Linna Yu (0000-0001-7722-3470, Changsha Normal University)
Year2024
Volume52
Issue6
Pages1-8
Publication date2024-05-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Behavior and Personality An International Journal (JOURNAL)
Journal identifiersISSN: 0301-2212 • E-ISSN: 1179-6391
PublisherScientific Journal Publishers Limited (PUBLISHER)
DOI10.2224/sbp.13120
OpenAlexW4399868451
LanguageEN
Citations received1

We investigated the impact of kindergarten organizational climate on teachers’ job involvement, and assessed the mediating role of teaching efficacy in this relationship. We conducted a survey with 326 kindergarten teachers and the results revealed a significant positive correlation between kindergarten organizational climate and teachers’ job involvement. Furthermore, teaching efficacy played a mediating role in this relationship. Our findings contribute to understanding of the interplay among kindergarten organizational climate, job involvement, and teaching efficacy in the context of early childhood education in China. These insights provide educators with practical understanding for enhancing the job involvement of kindergarten teachers in China and suggest directions for future research

China · Classroom climate · Context (archaeology · Developmental psychology · Early childhood · Job performance · Job satisfaction · Organisation climate · Pedagogy · Political science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access