Telepon: 021-7401925 Ext. 1714
A Survey of Canadian Early Childhood Educators’ Psychological Wellbeing at Work
Nicole Royer - Personal Name
Claire Moreau - Personal Name
The study aims to describe early childhood
educators’ psychological wellbeing at work in terms of
their interpersonal fit, thriving, feeling of competency,
perceived recognition and desire for involvement. The
study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the
results of a survey conducted among 1,535 early childhood
educators in the province of Que´bec, Canada, using the
Index of Psychological Well-Being at Work, developed by
Dagenais-Desmarais (2010), an instrument presenting good
internal consistency indicators, with alphas varying between .72 and .86. Additionally, a measure of perceived
autonomy at work, producing an internal consistency of
.83, has been adapted from an instrument originally designed to measure basic needs satisfaction in sports contexts (Gillet et al. 2008). The study results show that
overall levels of wellbeing among early childhood educators are high, both among those working in centre-based
settings and those working in home-based settings (private
homes), throughout all career stages. However, a decrease
in wellbeing levels is observed following the first 5 years
of work, later followed by an increase in wellbeing levels
among educators with 20 years of experience or more, in
both work settings. The perception of autonomy proves to
be related to wellbeing, accounting for 23 % of variance.
The autonomy dimension, therefore, calls for greater attention from administrators concerned with the psychological wellbeing of workers in this sector of activity. The
authors argue for the relevance and necessity of further
research into the work lives of early childhood educators
by emphasising that the issues raised in the study overlap
with three areas of concern for a significant part of the
population: early childhood educators’ profession, community family services, and the accumulation of knowledge in work psychology.
educators’ psychological wellbeing at work in terms of
their interpersonal fit, thriving, feeling of competency,
perceived recognition and desire for involvement. The
study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the
results of a survey conducted among 1,535 early childhood
educators in the province of Que´bec, Canada, using the
Index of Psychological Well-Being at Work, developed by
Dagenais-Desmarais (2010), an instrument presenting good
internal consistency indicators, with alphas varying between .72 and .86. Additionally, a measure of perceived
autonomy at work, producing an internal consistency of
.83, has been adapted from an instrument originally designed to measure basic needs satisfaction in sports contexts (Gillet et al. 2008). The study results show that
overall levels of wellbeing among early childhood educators are high, both among those working in centre-based
settings and those working in home-based settings (private
homes), throughout all career stages. However, a decrease
in wellbeing levels is observed following the first 5 years
of work, later followed by an increase in wellbeing levels
among educators with 20 years of experience or more, in
both work settings. The perception of autonomy proves to
be related to wellbeing, accounting for 23 % of variance.
The autonomy dimension, therefore, calls for greater attention from administrators concerned with the psychological wellbeing of workers in this sector of activity. The
authors argue for the relevance and necessity of further
research into the work lives of early childhood educators
by emphasising that the issues raised in the study overlap
with three areas of concern for a significant part of the
population: early childhood educators’ profession, community family services, and the accumulation of knowledge in work psychology.
Ketersediaan
| j139 | Perpustakaan FITK Pusat | Tersedia |
Informasi Detil
Judul Seri
-
No. Panggil
-
Penerbit
New York:Springer : New York., 2016
Deskripsi Fisik
-
Bahasa
English
ISBN/ISSN
1573-1707
Klasifikasi
NONE
Informasi Detil
Tipe Isi
-
Tipe Media
-
Tipe Pembawa
-
Edisi
(2016) 44:135–146 DOI
Info Detil Spesifik
-
Pernyataan Tanggungjawab
-
Tidak tersedia versi lain
Lampiran Berkas
