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Preschool teachers’ perceptions of school learning environment and job satisfaction

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Abstract

We report a survey of 100 preschool teachers from 15 preschools in Singapore using a modified instrument called the Pre-School Level Environment Questionnaire. The aims were to explore differences in actual and preferred perceptions of preschool teachers’ school-level environment and to investigate the relationship among preschool teachers’ profile, preschool learning environments and job satisfaction. Quantitative data using paired samples t tests indicated that there were significant differences in teachers’ actual and preferred perceptions of their preschool learning environments except for the scale of Work Pressure. Logistic regression revealed a positive influence of Resource Adequacy on preschool teachers’ job satisfaction.

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Acknowledgements

This study was supported by the Early Childhood Research Fund (ECRF) of the Early Childhood Development Agency (ECDA).

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Pauline Miin Jiun Lee & Choon Lang Quek

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  1. Pauline Miin Jiun Lee
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Correspondence to Pauline Miin Jiun Lee.

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Lee, P.M.J., Quek, C.L. Preschool teachers’ perceptions of school learning environment and job satisfaction. Learning Environ Res 21, 369–386 (2018). https://doi.org/10.1007/s10984-017-9256-7

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