The Relationship Among Kindergarten Teacher Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model

• In Event: Roundtable Session 4
  In Roundtable Session: Teacher Agency/Empowerment in Assessment and Policy Making

Abstract

The aim of this study was to investigate the relationship between teacher empowerment behavior, job satisfaction, and organizational climate with the sample from selected kindergartens in Shanghai, China. A cross-sectional survey design with a random sample (N= 206) was used. The Chinese versions of Teacher Work Satisfaction Survey (TWSS), School Participant Empowerment Scale (SPES), and Organizational Climate Scale (OCS) were administered. The scales showed acceptable internal consistencies. Statistically significant relationships were found between teacher empowerment, job satisfaction, and organizational climate. Structural equation modeling indicated that: (1) teacher empowerment and job satisfaction predicted organizational climate; (2) teacher empowerment predicted teachers' job satisfaction; (3) teacher job satisfaction partially mediated the relationship between teacher empowerment and organizational climate.

Authors

• Yong Jiang, East China Normal University

• Peiwei Li

• Hui Li, University of Hong Kong