Job satisfaction and self-efficacy of in-service early childhood teachers in the post-COVID-19 pandemic era

This study investigates the interplay between external and internal factors influencing job satisfaction and self-efficacy among early childhood teachers in post-pandemic China. A questionnaire distributed to 237 kindergarten teachers revealed that job satisfaction significantly predicts self-efficacy and mediates the relationship between personality traits and self-efficacy. Personality traits are key predictors of both job satisfaction and self-efficacy, with pay and promotion being significant sources of dissatisfaction. The study highlights the impact of the work environment and individual personality on self-efficacy and provides recommendations for improving teacher credentialing and support.

Yan-Fang Zhou, Atsushi Nanakida