A Glance in the Life of Kindergarten Teachers in Hong Kong: A Mixed-Method Approach

Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 289 ISSN 1989 – 9572 DOI: 10.47750/je .2022.13.04.039 A Glance in he Li e o Kinde ga en Teache s in Hong Kong: A Mixed-Me hod App oach Wing Cheung TANG Jou nal o Educa o s, Teache s and T aine s, Vol. 13 (4) h ps://je .labos o .com/ Da e o ecep ion: 19 Ap 2022 Da e o e ision: 08 July 2022 Da e o accep ance: 24 july 2022 Wing Cheung TANG (2022). A Glance in he Li e o Kinde ga en Teache s in Hong Kong: A Mixed- Me hod App oach Jou nal o Educa o s, Teache s and T aine s,Vol. 13(4). 289-296 1Doc o in Philosophy in Business Adminis a ion,Asia e-Uni e si y,Kuala Lumpu , Malaysia Jou nal o Educa o s, Teache s and T aine s, Vol. 13 (4) ISSN 1989 – 9572 h ps://je .labos o .com/ Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 290 A Glance in he Li e o Kinde ga en Teache s in Hong Kong: A Mixed- Me hod App oach Wing Cheung TANG Doc o in Philosophy in Business Adminis a ion,Asia e-Uni e si y,Kuala Lumpu , Malaysia Email: wingcheung ang2022@ho mail.com ABSTRACT The s udy has gi en pa icula a en ion o he kinde ga en eache s' job sa is ac ion le els and plans o lea e hei cu en posi ions while hey a e employed in Hong Kong. Only 395 local kinde ga en eache s who ha e expe ience eaching in kinde ga ens and who a e be ween he ages o 18 and 60 we e chosen o he s udy. In addi ion, hey had o be s ong communica o s and be able o ead and w i e adi ional Chinese. Addi ionally, he esea ch was ca ied ou om Augus o Oc obe 2020. The s udy used a mixed-me hod o esea ch. This s udy ook in o accoun all aspec s o academic p ac ice, including e hical esea ch p ac ices. Fo achie ing he goals o he p esen s udy, nume ous mo i a ional heo ies, s a is ical analysis, and an ex ensi e li e a u e e iew we e applied. Acco ding o he s udy, ha ing high le els o job sa is ac ion has good e ec s and inc eases s a p oduc i i y; he lack o i g ea ly esul s o in en ions o lea ing he job. Addi ionally, i showed ha he e was a s ong co ela ion be ween he communica ion gap be ween kinde ga en kids and eache s and hei sa is ac ion wi h hei wo k in hose se ings. The le el o job sa is ac ion is no dependen on jus one ac o . To add ess he issues aised by he s udy's indings, i is s ongly ad ised o implemen adequa e ecogni ion, ca ee p omo ion, aining p og ams, sui able wo kplace esou ces, and heal hy wo k-li e balance, among o he hings. Keywo ds-job; eaching; wo k-li e balance; ea ly-childhood educa ion; mo i a ion I. INTRODUCTION Kinde ga en educa ion has come o be ega ded as c ucial o e he yea s and is now a equi emen in Hong Kong. Pa en s ha e a c ucial ole in helping hei kids ind a kinde ga en ha will sa is y hei needs o g ow h and os e hei in e es s in lea ning. Howe e , eache s had been a o ably in luencing his p ospe i y and had eached a high deg ee o job sa is ac ion [1]. To achie e high p oduc i i y and ui ul ou comes om hei du ies, howe e , i is c ucial o asce ain he eache 's job sa is ac ion. Addi ionally, ins uc o s who a e happy wi h hei jobs do a be e job o pu ing educa ional policies and p ocedu es in o p ac ice, which helps hem achie e hei goals o de eloping e ec i e adul lea ning p ac ices. Ea ly educa ion mus be p o ided in a high-quali y and posi i e manne in o de o gi e pupils a s ong ounda ion. I his is no done, achie emen gaps will de elop, u he limi ing he s uden s' chances. Teache s in kinde ga ens needed o eel con en wi h hei deg ee o esponsibili y [2]. Kinde ga en eache s' con en men was in luenced by hei posi ion and he en i onmen a wo k. Depending on he wo kload, incen i es, and wo king en i onmen , eache job sa is ac ion di e s om egion o egion [3]. In Hong Kong, a a ie y o ac o s, including a hea y wo kload, beha io al issues, dealing wi h s uden s who ha e special educa ional needs, s uden s who a e non-Chinese speake s (NCS), p oblems ela ed o hei own capaci y, and o he s, ha e an impac on how sa is ied kinde ga en eache s a e wi h hei jobs. These led o a decline in he eache s' mo i a ion a sHowe e , p io esea ch [4] has only ound modes e idence o he job sa is ac ion o hese kinde ga en ins uc o s in Hong Kong's kinde ga ens. The indings o his esea ch would be h ee- old: (1) con ibu ing o He zbe g’s wo- ac o heo y in he con ex o Chinese Kinde ga en ins i u ions; (2) in es iga ing he p ac ice o ea ly-childhood educa ion a he poin o iew o kinde ga en eache s, hei mo i a ion and job sa is ac ion; and, (3) exhibi ing aluable da a and in o ma ion as a suppo o u he esea ch which had been ca e ed on o he ac o s and le els o he eache s’ doing jobs in he Hong Kong. Objec i es o he S udy To his end, i 's c i ical o de e mine which ac o s a e ha ing a nega i e e ec on eache s' job sa is ac ion. The goal o he cu en s udy was o p o ide an e ec i e app oach o o e coming hese challenges and imp o ing he Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 291 job sa is ac ion o kinde ga en eache s in Hong Kong. Speci ically, he ollowing a e o be me in his esea ch s udy, o wi : i. To assess he job sa is ac ion o kinde ga en eache s in Hong Kong; ii. To assess he in en ion o lea ing o kinde ga en eache s in Hong Kong; iii. To explo e he ela ionship be ween he kinde ga en eache s’ job sa is ac ion and in en ion o lea ing; and, i . To iden i y he kinde ga en eache s’ easons o lea ing. II. LITERATURE REVIEW The educa ional sys em in Hong Kong is mainly pa e ned om ha o he UK sys em, wi h changes occu ing a e he hando e o Hong Kong o China. Mode nizing he sys em o mee globaliza ion and 21s cen u y equi emen s was impe a i e [5]. Recen su ey shows ha only a ound 33% o s uden s pu sue e ia y educa ion [6], and hus, pa en s wi h high educa ion backg ound imposes mo e p essu e on he kinde ga en eache s especially in e ms o p o iding ull ca e o hei child en. This was he ac ha acco ding o he O ganiza ion o Economic Co-ope a ion and De elopmen 's (OECD) P og amme o In e na ional S uden Assessmen (PISA), Hong Kong anked second in eading and is also second in ma hema ics and science [7]. This accolade demons a ed he calibe o ins uc ion and he calibe o he lec u e s and eache s who assis ed he s uden s in achie ing op places. Pa en s we e expec ing kinde ga en eache s o main ain high quali y in ea ly childhood educa ion. Teache s needed o ha e b oadened knowledge o enhance s uden s’ lea ning, gene ic skills, and posi i e a i udes owa ds hei li e. This kind o p essu e necessi a es ha nea o 45% kinde ga en eache s ha e been wo king mo e han 60 hou s in a week [8]. Same s udy showed ha kinde ga en eache s a e also acing inancial p oblems in e ms o hei sala y, and ha hey eel unapp ecia ed and no ecognized. Acco dingly, almos 40% o he esponden s in ends o change ca ee s, jobs o indus y jus o elax hei mind and o educe hei s ess. Howe e , i is bu logical ha he numbe o kinde ga en eache s inc ease wi h he inc ease in en ollees om 2013 o 2020 [9]. This en iced young p o essionals o pu sue his ca ee , hus, he ise o bo h local and non-local (public and p i a e) kinde ga ens. Howe e , his also esul ed o hi ing eache s who a e no well ained, which igge s he loss o con idence by he ins i u ion’s s akeholde s especially on local (public) schools. Wo kloads and o he wo k bu den has been inc easing s eadily, and his has nega i ely a ec ed hei pe o mance and concen a ion o hei ins uc ional wo k. Acco dingly, kinde ga en eache s we e equi ed o wo k a leas 60 hou s pe week due o he ex a adminis a i e bu den. I has also been ound ha “ eache s a e sel -mo i a ed and commi ed o wo k despi e he necessa y o e ime” [10]. They also needed o hu y he s uden s o comple e he assigned daily ac i i ies wi hin he ime limi . Hence, hey el compelled o igno e indi idual di e ences among s uden s in hei class oom [11]. On he o he hand, he well-known kinde ga ens a oid he s uden s who need special educa ional a en ion om he eache s o manage hei e iciency and o secu e hei eache s in e ms o pu ing ex a e o s on hese s uden s [12]. The good beha io o he eache s le a s ong e ec on he child en, which led o lesse absen eeism and g ea e commi men om he eache s when iewed h ough he lens o hei job sa is ac ion. Raising sala y and ecei ing p omo ions we e necessa y o ha ing a a o able impac on job sa is ac ion, which led o high employee mo i a ion [13]. I eache s we e happy wi h hei p o essions, hey ga e high-quali y lec u es ha esul ed in an e ec i e unde s anding o he pupils and helped hem achie e good sco es and esul s [14]. In ligh o his, he high job sa is ac ion o kinde ga en eache s may ha e a signi ican posi i e impac on bo h he pupils and he kinde ga en. Posi i ely, his had been he s anda d o high-quali y basic educa ion [15]. O he o ms o mo i a ional s a egies, inancial o non- inancial, including aining and eache de elopmen p og ams and good leade ship and wo k-li e balance a e i al indica o s o imp o ing job sa is ac ion and job u no e [16]. Good ela ionship wi h colleagues and p o essional esponse om pa en s cons i u e posi i e wo kplace III. METHODOLOGY A. Resea ch Design The s udy made use o he desc ip i e-co ela ional me hod o esea ch supplemen ed wi h a alida ed ques ionnai e, which looks in o bo h quan i a i e and quali a i e da a o mee he objec i es. The main objec i e o using his mixed app oach was he wo open ended ques ions in he ques ionnai e ha we e also he pa o he esea ch. I was a quan i a i e esea ch app oach by su ey and supplemen ed by wo quali a i e ques ions allowing o comp ehensi e analyses o phenomena [17]. B. Resea ch S a egy The eali y o he sa is ac ion o he job and in en ion o lea ing among kinde ga en eache s in Hong Kong can be explo ed. The esul s we e alid, eliable, and gene alizable o a la ge popula ion. C. The Responden s and Ins umen a ion All he da a o he quan i a i e esea ch collec ed h ough he online sel -adminis e ed ques ionnai e co e ing 395 eache s in kinde ga en wi hin he Hong Kong h ough Wha sApp, email, o he mail. The su ey ac i i y was ocused on he sa is ac ion o he job, and i complied he Paul Spec o su ey model ini ia ed in 1994 [18] o Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 292 a aining mo e au hen ici y o he ac i i y. Howe e , he in en ion o lea ing he job had been adop ed om he s udy o Youce , Ahmed, and Ahmed [19]. The i s sec ion ca e s he le el o job sa is ac ion; he second sec ion co e s he in en ion o lea ing and es o he wo ques ions we e open-ended. D. Da a Ga he ing P ocedu es The me hods used in he esea ch helps he esea ch o ensu e he au hen ici y and eliabili y o he da a ha was collec ed du ing he ac i i y h ough sys ema ic plan. The online ques ionnai e had been designed o ob aining he quan i a i e da a h ough he ques ions ha a e closed-ended in e ms o ca e ing wide ange o a ea. Fu he , he e we e mul iple choice answe s o sa ing he ime. The esea che asked pe mission om he di e en heads o agencies. The pa icipan s we e o ien ed abou he objec i es o he s udy o a oid misin e p e a ions. Resea ch e hics and academic p o ocols a e obse ed h oughou he conduc . E. Da a Analysis A e he da a a e ga he ed, i is p ocessed and analyzed h ough S a is ical Package o he Social Sciences (SPSS) Ve sion 25. Ex ensi e calcula ions wi h mean sco es in e ms o accu a e igu e o each o he g oup de ined unde he subscale o he sa is ac ion o he job and in en ions o lea ing he job. Co ela ion be ween he job sa is ac ion and in en ions o lea ing we e also de e mined. The analysis o quali a i e ques ions was aimed a unde s anding he challenges and p oblems o kinde ga en eache s’ in en ion o lea ing in Hong Kong. I migh help o explo e he s a egies o e ain alen ed eache s in kinde ga en. F. E hical Conside a ions Consen was aken om he esponden s be o e hei online in e iew o ha e hei consensus. They we e gi en su icien ime o sign and conside pa icipa ion. The e we e no isks di ec ly ela ed o he s udy. Be o e collec ing he in o ma ion om he esponden s o he esea ch, i was compulso y o ake hem in o he con idence abou he whole conduc o he esea ch. All da a collec ed we e enc yp ed o a oid he iden i ica ion o esponden s’ pe sonal in o ma ion. Responden s may skip any ques ions hey do no wan o answe , and hey may end he su ey a any ime when hey eel h ea ened o uneasy. IV. RESULTS AND DISCUSSIONS A. On he Job Sa is ac ion o Kinde ga en Teache s in Hong Kong TABLE1:MEAN SCORES OF THE NINE SUBSCALES OF JOB SATISFACTION Subscale Mean (1) Pay 13.69 (2) P omo ion 11.62 (3) Supe ision 14.91 (4) F inge bene i s 13.55 (5) Con ingen ewa ds 14.23 (6) Ope a ing condi ions 10.34 (7) Co-wo ke s 16.14 (8) Na u e o wo k 16.36 (9) Communica ion 14.65 Subscale 6, Ope a ing condi ions go he lowes mean sco e o 10.34, which implies ha he esponden s do no ag ee as o how hey a e app aised o e alua ed. P incipals, leading by example, mus be a ole model o commi men , skill ul communica o and neu al in hei judgemen . As such, hey a e essen ial in main aining he eache 's job sa is ac ion and e en ion [16]. On he o he hand, Subscale 8, Na u e o Wo k go he highes sco e o 16.36 implying ha he eache s a e eally enjoying hei p o ession. Ha ing a ied and meaning ul asks may boos employee sa is ac ion wi h hei wo k [20]. Table 2 depic s he equency dis ibu ion o dissa is ied, ambi alen , and sa is ied kinde ga en eache s in he su ey. TABLE2:FREQUENCY DISTRIBUTION OF DISSATISFIED, AMBIVALENT, AND SATISFIED TEACHERS Sa is ac ion ega ding he job O e all sco es (S) F equency Pe cen age Dissa is ied 36 ≤ S ≤ 108 93 23.5% Ambi alen 108 < S ≤ 144 211 53.4% Sa is ied 144 < S ≤ 216 91 23.0% Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 293 Assessing hei job sa is ac ion h ough a Like -scale wi h six-deg ee scale o ag ee-disag ee esponses, i could be assumed ha all he ag eemen wi h he posi i e wo ding in esponses and disag eemen wi h he nega i e wo ding esponses e lec s he sa is ac ion, o he wise, i e lec s dissa is ac ion o ambi alence in be ween. Majo i y o kinde ga en eache s (53.4%) a e ei he sa is ied o dissa is ied wi h hei jobs. A g ea numbe (23.5%) o he kinde ga en eache s dissa is ied wi h hei cu en jobs. As pe Table 1, ope a ing condi ions, p omo ion, and inge bene i s we e he op h ee dissa is ied subscales o sa is ac ion ega ding he job. B. Kinde ga en Teache ’s In en ions o Lea ing Table 3 mani es s he mean sco es o he a iables indica ing he in en ion o lea ing o he kinde ga en eache s in Hong Kong. TABLE3:MEAN SCORES OF THE VARIABLES OF INTENTION OF LEAVING Va iable Ques ion desc ip ion Mean Lea e I would like o lea e my p esen kinde ga en. 3.344 New I am looking o a new job in he coming academic yea . 2.681 Re i e I decided o ake ea ly e i emen a e his academic yea . 1.792 Plan I plan o lea e my p esen kinde ga en as soon as possible. 2.970 In en ion O e all in en ion o lea ing. 2.397 A he momen , he esponden s do no in en o lea e hei p esen kinde ga en ins i u ions as shown in he sco e o 3.344. Acco dingly, hey we e no looking o a new job in coming academic yea , as implied in he mean sco e o 2.681. Fu he , he sco e o 1.792 hin s ha hey a e no decided o ake ea ly e i emen whe eas he mean sco e o 2.970 clea ly implies ha lea ing as soon as possible is no pa o hei cu en ca ee plans. O e all, hei in en ion o lea ing sco e was 2.397, which ells us ha he in en ion is qui e low. This esul is consis en wi h he indings showed in Table 2, whe e majo i y o kinde ga en eache s a e no dissa is ied wi h hei job, and so, in con as , low dissa is ac ion may no p omp hem o lea e hei job [21]. Howe e , he a e o which kinde ga en eache s lea e hei jobs in Hong Kong eached 26% in 2018 [22]. C. Rela ionship be ween he Responden s’ Job Sa is ac ion and In en ion o Lea e Amongs he nine (9) sa is ac ions ega ding he job sub-scales, kinde ga en eache s epo ed a highe sa is ac ion le el wi h hei co-wo ke s, na u e o wo k, and supe ision. Howe e , hey ha ed he kinde ga en ope a ing condi ions mos . Figu e1:Sca e Diag am o Job Sa is ac ion and In en ion o Lea ing Figu e 1 e lec s he da a had a downhill pa e n om le o igh hin ing a nega i e ela ion be ween job sa is ac ion and in en ion o lea ing. As he job sa is ac ion le el inc eases, he in en ion o lea ing ends o dec ease. Sa is ac ion ega ding he job and in en ion o lea ing had a s a is ically signi ican linea ela ionship ( = - 0.575, p < 0.01). The nega i e alue mean ha he le el o sa is ac ion ega ding he job a ies in e sely wi h in en ion o lea ing. The s eng h o he associa ion was sligh ly abo e he mode a e. Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 294 D. Con en Analysis o he Reasons o Lea ing Con en analysis p o ides he esea che wi h addi ional ways o gaining insigh in o esponses o ques ions and concep s pe inen o he in es iga ion. Table 4 e lec s he con en analysis o he easons o lea ing cu en kinde ga en. Table 4:Con en Analysis O Majo Reasons To Lea e Codes Theme  Low sala y  Few p ospec s o a pe manen posi ion  Ea nings is no gua an eed  Lack o p omo ion Low sala y  Con lic s wi h he p incipal o colleagues  Li le suppo om he p incipal  Li le guidance and suppo  Li le ecogni ion and espec  Lack o encou agemen om colleagues  Bullied by colleagues Con lic s wi h he p incipal o colleagues  Too much eaching wo k  Too li le ime o p epa e lessons  Lesse au onomy  Time p essu es  Too much adminis a i e wo k  Di icul ies wi h class managemen  Wo kplace ba ie s Rigid school’s policy  Expe ienced di icul ies wi h pa en s  Li le suppo om pa en s Dealing wi h pa en s The majo easons o lea ing hei cu en kinde ga en we e low sala y, con lic s wi h p incipals o colleagues, igid school’s policy, and dealing wi h pa en s. Sala y, p omo ion we e a d i ing o ce o mo i a ion o imp o ing pe o mance [23]. P incipals and collegues a e i al o e aining he eache s: hey p o ide guidance, p omo ion, encou agemen [24] in a ai and jus i iable ashion [20]. Fu he , school policies could in luence eache ’s s ess [26] and ha ailo ed policy in e en ions could be educe eache ’s in en ion o lea ing [27]. Las ly, a coope a i e pa en - eache ela ionship is bene icial in he eaching-lea ning p ocess in he class oom [21]. V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions Based on he indings o he s udy, he esea che eached he ollowing conclusions, o wi : 1. Among he nine (9) subscales o job sa is ac ion, ope a ing condi ions is he one ha kinde ga en eache s a ed he lowes . How he school is adminis e ed, he na u e o hei wo k and he au onomy o e i a e majo in luence s in hei job sa is ac ion. Wo kload, sala y and p omo ion a ec s hei job sa is ac ion in a mode a e way. Howe e , adminis a i e pape wo k and o he ex a-cu icula ac i i ies impedes hei sa is ac ion. Mo eo e , he s udy e ealed ha only a ma k pe cen age (23.5%) i mly sees hemsel es as dissa is ied. 2. The kinde ga en eache ’s in en ion o lea ing is low. E e y a iable whe he o lea e immedia ely, ha ing p ospec s o new wo k, hinking o e i e ea ly o planning o lea e shows low in en ions. 3. The ela ionship be ween he kinde ga en eache s’ job sa is ac ion and in en ion o lea ing has seen a sloping pa e n o he igh ein o cing he p e ious da a ha hei job sa is ac ion is high, and hus, hei in en ion o lea e is low. 4. Fo hose kinde ga en eache s who a e dissa is ied wi h hei job and in ends o lea e, hei easons pa allel Conclusion 1 showing he ollowing: (a) low sala y including p omo ion, (b) con lic s wi hin he school especially wi h he adminis a o s, (c) es ic i e school policies including s enuous wo k load and wo k p essu e, and, pa en - eache p oblems. These has been ex ensi ely suppo ed by p e ious li e a u e o in luence job sa is ac ion and in en ion o lea e o eache s. B. Recommenda ions Based on he conclusions o he s udy, he esea che eached ollowing conclusions, o wi : 1. The school adminis a ion is encou aged o look in o enhancing i s policies, wo king condi ions and upda e i s compensa ion, ad ancemen and p omo ions sys em. T aining needs assessmen (TNA) is sugges ed o be done, and wo kloads is conside ed o each eache ’s capaci y and capabili y. The school should also conside upg ading he acili ies and class oom equipmen ha bes sui s he eaching-lea ning p ocess, including bu Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 295 no limi ed o o ging ha monious pa ne ships and unde s anding wi h he go e nmen , ci il socie y o ganiza ions, and pa en associa ions. 2. Wi h e e ence o Conclusion 2 and 3, is also ecommended ha u he s udy is o be done conside ing a wide scope, co ela ing socio-economic ac o s, as well as new esea ch locale and wide sample size. O he a iables like cul u e, eligion and echnological compe ence can be conside ed o s udy he in en ion o lea ing he job. Compa a i e s udies and analysis can also be done indus y-wise o p o ession-wise. 3. In ela ion o Conclusion 4, i is highly encou aged ha kinde ga en ins i u ions o adap a eache -o ien ed policy and p og am whe e coope a ion among hem, ede a ions and he Educa ion Bu eau is ins i u ionalized asce aining ha hei oice and sugges ions a e well hea d. ACKNOWLEDGMENT I hank g ea ly my supe iso , D . Sheila Cheng Chuen, o he unyielding suppo and guidance in expanding my skills and knowledge i al in inishing his esea ch; amily and iends, o hei in ellec ual and mo al inpu s o wi hou hei us and con idence ha aised my mo i a ion and dedica ion, I won’ be able o comple e his wo k. REFERENCES 1. M. Ozgenel and P. 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