We examined the association between work-family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of career calling. Data from 1,346 ...Chinese rural preschool teachers were processed using correlation analysis and hierarchical
linear regression analysis. The results revealed that work-family conflict was significantly and positively associated with rural preschool teachers' turnover intention. Job satisfaction mediated this relationship, while career calling moderated the association between work-family
conflict and job satisfaction. These findings contribute to understanding of turnover intention among rural preschool teachers and suggest the need to enhance career calling to promote job satisfaction and reduce turnover in this profession.
The normative cohesiveness idea in education, which constitutes a norm in thinking and practice that is inherently shared across the stakeholders, was adopted in order to understand and reflect on ...the existing issues of preschool teacher education programmes (PTEPs) in north-western China. The State, teacher trainers and preschool teachers' perceptions regarding the latest government policies that regulate preschool education, and the practices of teacher trainers on quality preschool education were studied. Using the macro-meso-micro-level model as the basic analysis framework, results showed that: (1) all three 'stakeholder communities' had a minimal consensus on preschool education, thus undermining the normative cohesiveness of views in this context; (2) the dual role of PTEPs in this part of China had not been fully implemented, thus requiring a custom-made improvement; (3) disparities between the PTEPs and classroom practices could be attributed to the specific contextual features and ecological factors of classroom teaching. This article argues that while the government is expected to assume more responsibility to guide preschool education in China, the national Guideline alone is insufficient and various means of professional development could be adopted by the teacher trainers and in-service preschool teachers, in order to meet the challenges for change.
Teaching through Interactions Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T. ...
The Elementary school journal,
06/2013, Volume:
113, Issue:
4
Journal Article
Peer reviewed
Open access
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one ...such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets.
In China, the high turnover rates of teachers have become one of the biggest obstacles to the development of rural preschool education. Objective: Based on the social information processing theory ...and the strength model of selfcontrol, this study examined the relationship between negative workplace gossip and turnover intention and the role of ego depletion and bianzhi in this relationship.
The questionnaire method was applied, and 411 rural preschool teachers in Hubei Province, China, participated in the survey.
The correlation results showed that negative workplace gossip was positively correlated with ego depletion, and ego depletion was positively correlated with turnover intention. After controlling for age, negative workplace gossip positively predicted turnover intention. The mediation analysis indicated that ego depletion played a mediating role in the relationship between negative workplace gossip and turnover intention. Moreover, the mediation effect was moderated by bianzhi. Negative workplace gossip had a stronger effect on the ego depletion of teachers without bianzhi than on that of teachers with bianzhi.
The current research is the first to clarify that ego depletion mediates the relationship between negative workplace gossip and turnover intention, and the mediation effect is moderated via bianzhi. These findings expand our understanding of the influential factors and formation mechanisms of turnover intention. In practice, this study provides a novel perspective for policymakers and administrators to reduce the turnover intention among rural preschool teachers in China.
Safe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading ...causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers' knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar. METHODS: Uncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers' Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool.
Participants' mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p < 0.01) in participants' first aid management scores with mean differences of M = 15.08 ± 5.34 (Knowledge), M = 26.99 ± 6.587 (Attitude), and (M = 4.76 ± 0.648 (Intentional practice).
The established pediatric first aid training can enhance the spectrum of managing pediatric injuries among preschool teachers in Zanzibar. Ongoing public health services opportunities should be structured within teachers' continuous learning against pediatric injuries in Zanzibar-Tanzania.
Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching ...through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed.
Occupational stigma is pervasive, but there is a lack of understanding about how it impacts the behaviors of employees in relatively high-prestige occupations. We draw on the job characteristics ...model and social information processing theory to establish hypotheses about the effects of occupational stigma on the withdrawal behavior of employees in a relatively high-prestige occupation (preschool teacher). We suggest that perceptions of skill variety and task significance among high-prestige employees may be negatively influenced due to occupational stigma perception. In addition, occupational stigma conveys information to employees that the work they do is not appreciated by beneficiaries. For those reasons, making it difficult for them to perceive the meaningfulness of their work. This lack of meaningful experience is in turn positively associated with employees' withdrawal behavior. Furthermore, we propose that these indirect effects are moderated by perceived job embeddedness of employees. Based on data collected at two time points from 466 preschool teachers in China, we find that occupational stigma is positively related to employees' withdrawal behavior through meaningfulness. In addition, the negative relationship between perceived occupational stigma and experienced meaningfulness is stronger for employees with high job embeddedness than for employees with low job embeddedness.
The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying ...levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents (N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.
Computer programming is considered an important competence for the development of higher-order thinking in addition to algorithmic problem solving skills. Its horizontal integration throughout all ...educational levels is considered worthwhile and attracts the attention of researchers. Towards this direction, an exploratory case study is presented concerning dimensions of problem solving using computer programming by 5–6 years old kindergarten children. After a short introductory experiential game the children were involved in solving a series of analogous computer programming problems, using a Logo-based environment on an Interactive White Board. The intervention was designed as a part of the structured learning activities of the kindergarten which are teacher-guided and are conducted in a whole-class social mode. The observation of the video recording of the intervention along with the analysis of teacher's interview and the researcher's notes allow for a realistic evaluation of the feasibility, the appropriateness and the learning value of integrating computer programming in such a context. The research evidence supports the view that children enjoyed the engaging learning activities and had opportunities to develop mathematical concepts, problem solving and social skills. Interesting results about children learning, difficulties, interactions, problem solving strategies and the teacher's role are reported. The study also provides proposals for the design of future research.
► Children get familiar to programming software after demonstration and a game. ► Learning activities and programming software used are attractive/engaging. ► The proposed activities reinforce mathematical and problem solving skills. ► Children were introduced to basic computer programming concepts. ► The teacher's role during the proposed learning activities was critical.
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