The Relationships Among Career Development, Work Values, Self-Efficacy, Professional Commitment, and Job Satisfaction for Early Childhood Educators
This study focused on the factors of the early childhood educators’ satisfactions with their works for young children were influenced by their attitudes towards the value selection and identification in the process of career development. In addition, the researchers explored the effects of their work satisfactions articulated with their professional commitment and engaging perceptions configured by their working efficacy and instructional experiences, and test the reasonable degree of the hypothesis model. This study employed questionnaire survey to explore the impact factors of early childhood educators’ considerations about the relationships among career development, work values, self-efficacy, professional commitment, and job satisfaction. The questionnaire was designed by the researchers and the sample data was analyzed through the Partial Least Squares - Structural Equation Modeling (PLS-SEM) to testing the hypothetical paths and theoretical model. The sample of the early childhood educators was collected from the regions of Taoyuan, Hsinchu and Miaoli, and the effective sample size was 334. The results showed that early childhood educators’ perceptions about career development and choice in the field of early childhood education affect their development of professional value cognition and self-confidence in the preschools. Early childhood educators can employ professional effectiveness to solve the practical problems and work pressure for early childhood education, and enhance job performance and job satisfaction through engagement and professional commitment.
|關鍵詞||工作滿意度、工作價值觀、生涯發展、自我效能、專業承諾、job satisfaction、work values、career development、self-efficacy、professional commitment|