An Organizational-Level Analysis of Early Childhood Teachers' Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover

Autor/inn/en	Jeon, Lieny; Wells, Michael B.
Titel	An Organizational-Level Analysis of Early Childhood Teachers' Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover
Quelle	In: Child & Youth Care Forum, 47 (2018) 4, S.563-581 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-018-9444-3
Schlagwörter	Preschool Teachers; Early Childhood Education; Psychometrics; Teacher Attitudes; Predictor Variables; Labor Turnover; Factor Structure; Factor Analysis; Job Satisfaction; Teacher Responsibility; Faculty Development; Test Validity; Construct Validity; Age Differences; Racial Differences; Marital Status; Educational Attainment; Employment + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Psychometry; Psychometrie; Lehrerverhalten; Prädiktor; Faktorenstruktur; Faktorenanalyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrverpflichtung; Testvalidität; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Familienstand; Bildungsabschluss; Bildungsgut; Dienstverhältnis
Abstract	Background: Teacher turnover is a major issue for early childhood organizations and it is critical to understand reasons for leaving their current teaching position at the organizational level to create more stable early care and education environments. Objective: The aim of this study was to assess the psychometric properties of the 16-item Early Childhood Job Attitude Survey (ECJAS), and to determine which organizational-level factors predict teachers' actual turnover. Method: Data from 84 early childhood early head start and head start teachers were collected at two time points in the United States. Internal consistencies and the factor structure of the ECJAS scale were tested. Results: Both exploratory and confirmatory factor analysis suggested that 14-items load onto the ECJAS and it revealed three subscales: workplace satisfaction, classroom responsibilities, and on-going support. The internal consistency and the construct validity across three factors were adequate. Examining the associations between early childhood teachers' job attitudes, measured by the ECJAS, and their actual turnover, we conducted the multilevel analysis and found that teacher perceived workplace satisfaction predicted their turnover after controlling for teachers' age, race, marital status, educational attainment, program types, and employment position. Conclusion: Early childhood organizations are encouraged to use these findings to make organizational changes and to retain their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01