The COVID-19 pandemic significantly disrupted early childhood education (ECE), impacting teachers' working conditions globally. Studies reveal high stress levels, job insecurity, and income reduction among ECE teachers worldwide, particularly in China, where teachers faced added pressures from online education and disparate conditions between urban and rural areas. This study focuses on the psychological impact of these disruptions, specifically examining job satisfaction and self-efficacy, core elements of teachers' psychological well-being. While existing research highlights challenges faced by ECE teachers, few studies have explored the interaction between external environmental factors and internal personality mechanisms in influencing job satisfaction and self-efficacy. This study aims to address this gap by investigating the status of these factors in a Chinese context, clarifying the predictive power of personality traits, and examining the relationship between job satisfaction and self-efficacy among Chinese early childhood teachers after their return to work post-pandemic.

The literature emphasizes the critical role of high-quality early education and care in child development, highlighting the importance of well-trained and satisfied early childhood educators. In China, government initiatives underscore the need for improved teacher standards, salaries, training, and professional development. The COVID-19 pandemic exacerbated existing challenges, particularly concerning the employment security and compensation of teachers in private kindergartens, while introducing new demands such as online teaching. Research on job satisfaction reveals its close correlation with children's development and teacher career prospects, with factors such as organizational commitment, compensation, work environment, and coworker relationships playing significant roles. Similarly, teacher self-efficacy, defined as a teacher's belief in their teaching abilities, is positively associated with job satisfaction, teaching performance, and reduced burnout. Personality traits are also linked to self-efficacy and job satisfaction, with studies demonstrating correlations between the Big Five personality traits and teachers' emotional labor and workplace relationships. This study builds upon this existing research by examining how external and internal factors interact to shape job satisfaction and self-efficacy specifically within the post-pandemic Chinese context.

This quantitative study employed targeted sampling to recruit 237 in-service early childhood teachers from both online and offline learning communities in China. Participants were required to have worked in the same kindergarten before and after the pandemic to control for extraneous variables. Data was collected from August 1, 2021, to November 30, 2021, using a paper-and-pencil survey and online self-reporting questionnaire. The questionnaire comprised two parts: demographic information (gender, age, education level, kindergarten type, training attended, years of teaching experience) and scales measuring job satisfaction, personality traits, and self-efficacy. Job satisfaction was assessed using a five-category Likert-type scale encompassing colleague relations, supervisor relations, the job itself, working conditions, and pay and promotion opportunities. Personality traits were measured using a revised Big Five personality scale focusing on neuroticism, agreeableness, and conscientiousness. Self-efficacy was assessed using a Chinese translation of the Tschannen-Moran and Woolfolk Hoy scale. Data analysis was conducted using IBM SPSS 23.0 and AMOS 23.0. Reliability and validity were assessed through Cronbach's alpha, composite reliability, average variance extracted, and confirmatory factor analysis. Descriptive statistics, ANOVA, correlation analysis, and structural equation modeling (SEM) were employed to test the hypotheses. The bootstrap confidence interval method was used to analyze mediating effects. Common method bias was assessed using the Harman one-factor test.

The study found that the majority of participants were women (98.73%) under 35 years old (87.77%), with a college degree or higher (97.89%). Most (98.31%) worked in public kindergartens, earning less than 100,000 yen annually (97.47%). The lowest mean satisfaction scores were reported for pay and promotion opportunities (M = 11.79). ANOVA tests revealed significant differences in pay and promotion between public and private kindergartens and in coworker relations based on the number of trainings attended. Correlation analysis showed significant correlations between personality traits, self-efficacy, and job satisfaction. SEM analysis indicated that personality traits positively predicted both job satisfaction (β = 0.522, p < 0.001) and self-efficacy (β = 0.351, p < 0.001). Job satisfaction had the strongest effect on self-efficacy (β = 0.623, p < 0.001). The mediating effect analysis showed that personality traits indirectly influenced self-efficacy through job satisfaction (β = 0.213, p < 0.001). The number of trainings attended and years of teaching experience were significant predictors of self-efficacy (β = 0.489, p < 0.01, and β = 0.366, p < 0.01, respectively) but not of job satisfaction.

The findings support a causal relationship between job satisfaction and self-efficacy, with job satisfaction playing a mediating role between personality traits and self-efficacy. This contrasts with some existing research emphasizing the influence of self-efficacy on job satisfaction. The low satisfaction with pay and promotion opportunities highlights the need for policy changes to improve compensation and career advancement for early childhood teachers in China, particularly given the added challenges posed by the COVID-19 pandemic. The significant role of personality traits in predicting job satisfaction and self-efficacy underscores the importance of considering individual differences when designing support programs. The finding that training attendance did not significantly affect job satisfaction suggests a need to evaluate the effectiveness and relevance of current training programs.

This study provides valuable insights into the factors affecting job satisfaction and self-efficacy among Chinese early childhood teachers in the post-COVID-19 era. The findings highlight the crucial roles of job satisfaction, personality traits, and training in shaping teachers' self-efficacy. The study underscores the need for policy changes focused on improving compensation and career progression, tailoring professional development programs to individual needs, and promoting supportive work environments. Future research should explore the interaction between external and internal factors in greater depth, expand the sample size to increase generalizability, and investigate the long-term impact of these factors on teacher retention and career progression.

The study's limitations include a sample size that may not fully represent the diversity of Chinese early childhood teachers, particularly those in rural areas. While the study controlled for some variables by focusing on teachers who remained in the same kindergarten, other potential confounding factors may have influenced the results. The reliance on self-reported data may also introduce biases. Future research should address these limitations through larger, more diverse samples and the use of multiple data collection methods.