Skip to main content

Job Satisfaction Among Jordan’s Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics

Abstract

The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study’s objectives, a two part questionnaire was developed soliciting information about (1) teachers’ age, marital status, and level of education, and (2) level of satisfaction with the physical environment, school relations, working conditions, children’s behavior, and parent participation. The findings of this study revealed that Jordan’s kindergarten teachers experience an overall average level of job satisfaction. While teachers were highly satisfied with their kindergarten classroom physical environments and their relationships within the school, teachers reported average satisfaction levels with their working conditions, children’s social behaviors, and parent participation. Significant relations were found between teachers’ personal-related dimensions and job satisfaction. Several recommendations are made including a call for regulating the working conditions in the kindergarten private sector in accordance with existing international policies that promote teachers’ job satisfaction.

This is a preview of subscription content, access via your institution.

References

  • Aamondt, M. G. (2004). Applied industrial/organisational psychology (4th ed.). Belmont, CA: Wadsworth/Thomson Learning.

    Google Scholar 

  • Bagraim, J. J. (2003). The nature of measurement of multiple commitment foci amongst South African knowledge workers. Management Dynamics, 12(2), 13–23.

    Google Scholar 

  • Bakker, A. B., & Schaufeli, W. B. (2000). Burnout contagion processes among teachers. Journal of Applied Social Psychology, 30, 2289–2308.

    Article  Google Scholar 

  • Barnett, W. S. (2004). The value of effective preschool education. New York: National Institute of Early Education Research.

    Google Scholar 

  • Begley, T. M., & Czajka, J. M. (1993). Panel analysis of the moderating effects of commitment on job satisfaction, intent to quit and health following organizational change. Journal of Applied Psychology, 78(4), 552–556.

    Article  Google Scholar 

  • Belcastro, B. R., & Koeske, G. F. (1996). Job satisfaction and intention to seek graduate education. Journal of Social Work Education, 32(3), 315–328.

    Google Scholar 

  • Blood, G. W., Ridenour, J. S., Thomas, E. A., Qualls, C. D., & Hammer, C. S. (2002). Predicting job satisfaction among speech-language pathologists working in public schools. Language, Speech and Hearing Services in Schools, 33, 282–290.

    Article  Google Scholar 

  • Buitendach, J. H., & De Witte, H. (2005). Job insecurity, extrinsic and intrinsic job satisfaction and affective organisational commitment of maintenance workers in a parastatal. South African Journal of Business Management, 36(2), 27–37.

    Google Scholar 

  • Chiu-Yueh, T. (2000). A study on the relationship among organizational commitment, job satisfaction and organizational citizenship behaviour of nursing personnel. Master’s thesis, Department of Human Resource Management. Retrieved 23rd January 2010 from http://etd.lib.nsusu. edu.tw/ETD_db/ETDsearch/ view_ etd? URN = etd-0725101-002148.

  • Clark, A. E. (1996). Job satisfaction in Britain. British Journal of Industrial Relations, 34, 189–217.

    Article  Google Scholar 

  • Committee on Early Childhood, Adoption, and Dependent Care, (2005). Quality early education and child care from birth to kindergarten: Policy statement. Pediatrics, 115(1), 187–191.

    Google Scholar 

  • Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration Leadership, 34(1), 29–46.

    Article  Google Scholar 

  • Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do? Educational Leadership, 60(8), 6–13.

    Google Scholar 

  • DeVoe, J. F., Peter, K., Kaufman, P., Miller, A., Noonan, M., & Snyder, T. D. (2004). Indicators of school crime and safety. Washington, DC: National Center for Educational Statistics.

    Google Scholar 

  • Drafke, M. W., & Kossen, S. (2002). The human side of organization (8th ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Graham, G. H. (1982). Understanding human relations—The individual, organisations, and management. Chicago, IL: Science Research Associates Inc.

    Google Scholar 

  • Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.

    Article  Google Scholar 

  • Hastings, R. P., & Bham, M. S. (2003). The relationship between student behaviour and patterns and teacher burnout. School Psychology International, 24, 115–127.

    Article  Google Scholar 

  • Herzberg, F. I. (2003). One more time: How do you motivate employees? Harvard Business Review, 81(1), 87–96.

    Google Scholar 

  • Hoppock, R. (1935). Job satisfaction. New York, NY: Harper.

    Google Scholar 

  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages. American Educational Research Journal, 38(3), 499–534.

    Article  Google Scholar 

  • Johnson, G. J., & Johnson, W. R. (2000). Perceived over qualification and dimensions of job satisfaction: A longitudinal analysis. Journal of Psychology, 34(5), 537–556.

    Article  Google Scholar 

  • Kamal, D. (2000). The relation of job satisfaction, self-esteem, and mental health: The case study of kindergarten teaching staff in affiliation with Tehran University. Journal of Psychology and Education, 5(1), 76–98.

    Google Scholar 

  • Kane, R. G., & Mallon, M. (2006). Perceptions of teachers and teaching. Wellington: Ministry of Education and New Zealand Teachers’ Council. A research report to the Ministry of Education and the New Zealand Teachers Council.

    Google Scholar 

  • Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers’ sustainment in the classroom. Australian Journal of Teacher Education, 33(2), 40–54.

    Google Scholar 

  • Kyriacou, S., Kunc, R., Stephens, P., & Hultgren, A. (2003). Student teachers’ expectations of teaching as a career in England and Norway. Educational Review, 55, 255–263.

    Article  Google Scholar 

  • Hargreaves, L. Cunningham, M., Everton, T., Hansen, A., Hopper, B., McIntyre, D., Oliver, C., Pell, T., Rouse, M. and Turner, P. (2007). The status of teachers and the teaching profession: Views from inside and outside the profession. DfES Research Report, 831A.

  • Lee, M. (2006). What makes a difference between two schools? Teacher job satisfaction and educational outcomes. International Education Journal, 7(5), 642–650.

    Google Scholar 

  • Li-Grining, C. P., & Coley, R. L. (2006). Child care experiences in low-income communities: Developmental quality and maternal views. Early Childhood Research Quarterly, 21(2), 125–141.

    Article  Google Scholar 

  • Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1349). Chicago, IL: Rand McNally.

    Google Scholar 

  • Markiewicz, D., Devine, I., & Kausilas, D. (2000). Friendships of women and men at work: Job satisfaction and resource implications. Journal of Managerial Psychology, 15(2), 161–184.

    Article  Google Scholar 

  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.

    Article  Google Scholar 

  • McGrath, D. J., & Princiotta, D. (2005). Private school teacher turnover and teacher perceptions of school organizational characteristics. NCES 2005–061. Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Morris, M. (2004). The public school as workplace: The principal as a key element in teacher satisfaction. Los Angeles: California University.

    Google Scholar 

  • Morrison, K. A. (2004). How franchise job satisfaction and personality affects performance, organisational commitment, franchisor relations, and intention to remain. Journal of Small Business Management, 35(3), 39–68.

    Google Scholar 

  • Mowday, R. T., & Sutton, R. I. (1993). Organisational behaviour: Linking individuals and groups to organisational context. Annual Review of Psychology, 2, 195–229.

    Article  Google Scholar 

  • Nores, M., & Barnett, W. S. (2009). Benefits of early childhood interventions across the world: Investing in the very young. Economics of Education Review, 29(2), 271–282.

    Article  Google Scholar 

  • Olivier, M. A., & Venter, D. J. (2003). The extent and causes of stress in teachers in the George region. South African Journal of Education, 23(3), 186–192.

    Google Scholar 

  • Palenzuela, S. M. (2004). Measuring pre-kindergarten teachers’ perceptions: Compliance with the high/scope program. Journal of Research in Childhood Education, 18(4), 55–68.

    Article  Google Scholar 

  • Perie, M., Baker, D., & Whitener, S. (1997). Job satisfaction among America’s teachers: Effects of workplace conditions, background characteristics, and teacher compensation. Washington, D.C.: National Center for Education Statistics, U.S. Department of Education.

    Google Scholar 

  • Reynolds, A. J., Wang, M. C., & Walberg, H. J. (2003). Early childhood programs for a new century. Washington, DC: Child Welfare League of America.

    Google Scholar 

  • Riordan, C. M., & Griffeth, R. W. (1995). The opportunity for friendship in the workplace: An underexplored construct. Journal of Business and Psychology, 10(2), 141–158.

    Article  Google Scholar 

  • Russ, S., Chiang, B., Rylance, B. J., & Bongers, J. (2001). Caseload in special education: An integration of research findings. Exceptional Children, 67, 161–172.

    Google Scholar 

  • Sargent, T., & Hannum, E. (2003). Keeping teachers happy: Job satisfaction among primary school teachers in rural China. Paper prepared for the International Sociology Association Research Committee on Social Stratification and Mobility (RC28), New York University, NY.

  • Schlechty, P. C., & Vance, V. S. (1983). Recruitment, selection and retention: The shape of the teaching force. The Elementary School Journal, 83(4), 468–487.

    Article  Google Scholar 

  • Scott, C., Stone, B., & Dinham, S. (2001). “‘I love teaching but….’ International patterns of discontent” Education Policy Analysis Archives, 9(28), retrieved on-line http://epaa.asu.edu/epaa/v9n28.html .

  • Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher?. A review of factors motivating and demotivating prospective and practicing teachers, Slough: NFER.

    Google Scholar 

  • Spector, P. E. (1996). Industrial and organizational psychology: Research and practice. New York, NY: John Wiley.

    Google Scholar 

  • Syptak, J. M., Marsland, D. W., & Ulmer, D. (1999). Job satisfaction: Putting theory into practice. Family Practice Management, 9, 26–30.

    Google Scholar 

  • Tharenou, P. (1993). A test of reciprocal causality of absenteeism. Journal of Organisational Behaviour, 14, 269–290.

    Article  Google Scholar 

  • Vroom, V. H. (1964). Work and motivation. New York, NY: Wiley.

    Google Scholar 

  • Wong, Y. (2011). Relationships between kindergarten teachers’ demographic characteristics and subjective well-being: An exploratory study in Hong Kong. Paper presented at the Pacific Early Childhood Education Research Association (PECERA) 12th Conference: Evidence based practice in early childhood care and education, Kobe, Japan. http://repository.ied.edu.hk/dspace/handle/2260.2/11965.

  • Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment. The role of teacher satisfaction. Educational Research and Evaluation, 11(5), 433–459.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Tagreed Fathi Abu Taleb.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Abu Taleb, T.F. Job Satisfaction Among Jordan’s Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics. Early Childhood Educ J 41, 143–152 (2013). https://doi.org/10.1007/s10643-012-0526-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-012-0526-9

Keywords

  • Job satisfaction
  • Jordan
  • Kindergarten teachers
  • Work-related dimensions
  • Socio-demographic variables