Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Anusha Raj Jayaraja, Suziyani Mohamed

http://dx.doi.org/10.6007/IJARBSS/v14-i5/21296

Open access

The teaching profession has now evolved to need high levels of adaptability in order to keep up with the fast paced change in agendas of the education system globally. Recent continuous changes and new implementations in education has been deeply affected the job of teachers. The Ministry of Education of Malaysia (MOE) through the National Dialogue program has outlined Quality of Teachers as one of three factors that are basis to the transformation of the Malaysian education system while reiterating that the success of education system relies heavily on the dedications and commitment of teachers. The main purpose of this study was to determine the levels of job satisfaction, stress and teacher-child relationship among private preschool teachers in Johor Bahru. The results of this study is hoped to provide an understanding to teachers of the importance of fostering their well-being to avoid effects of stress as well as of the importance of their relationship with children to their overall job satisfaction. A total of 219 respondents participated in this cross sectional correlation study. Results show a moderate level of job satisfaction (M=2.81, SD_0.325), moderate stress level (M = 16.67, SD = 4.846) and a moderate teacher-child relationship (M = 3.43, SD = 0.287) among private preschool teachers in Johor Bahru. Job satisfaction was found to have significant negative correlation with stress (r = 0.433, p < 0.01) and a significant positive correlation with teacher-child relationship (r = 0.185, p < 0.01). Findings of this study could fill a knowledge gap by providing an overview of job satisfaction, stress and teacher-child relationship among private preschool teachers. Findings of this study also show the importance of further research in job satisfaction of teachers.

Abdulkhamidova, F. (2021). Herzberg’s Two-Factor Theory.
Aboagye, M. O., Qin, J., Pekárkova, S., Antwi, C. O., Jababu, Y., Asare, K., Affum Osei, E., & Akinyi, N. (2019). Factorial Validity of the Student-Teacher Relationship Scale – Short Form, Latent Means Comparison of Teacher-Student Relationship Quality and Association with Child Problem and Prosocial Behaviors. Psychological Studies 64, 221– 234.
Ackoff, R. L. (1953). The Design of Social Research. Chicago: University of Chicago Press.
Ahmed, N. A. A. J. (2022). Job Satisfaction among Early Childhood Female Teachers and its Impact on Professional Commitment. Pegem Journal of Education and Instruction 12(3), 111-129.
Alparslan, A. T. (2016). Emek i?çilerinde fazladan rol davran???n?n öncülü: ?? tatmini mi i?yerinde mutluluk mu?. [Antecedents of extra-role behavior for labourintensive workers: Whether job satisfaction or wellbeing at workplace]. Atatürk Üniversitesi ?ktisadi ve ?dari Bilimler Dergisi, 30(1), 203-215.
Ahmad, J, Safardin, S. F., & Teoh, K. B. (2021). Job Demands-Resources Model and Burnout among Penang Preschool Teachers: The Mediating Role of Work Engagement. Annals of R.S.C.B. 25(3), 6679 – 6691.
Asghar, S., & Oino, I. (2017). Leadership styles and job satisfaction. Munich Personal RePEc Archive.
Azeez, R. O., Jayeoba, F., & Adeoye, A. O. (2016). Job satisfaction, turnover intention and organizational commitment. Journal of Management Research 8(2), 102-114.
Bartram, T., Joiner, T. A., & Stanton, P. (2004). Factors affecting the job stress and job satisfaction of Australian nurses: implications for recruitment and retention. Contemporary Nurse 17(3), 293-304.
Berryhill, J., Linney, J. A., & Fromewick, J. (2009). The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good? International Journal of Education Policy and Leadership 4: 1-14.
Brandt, K., Perry, B. D., Seligman, S., & Tronick, E. (2014). Infant and Early Childhood Mental Health: Core Concepts and Clinical Practice. Washington: American Psychiatric Publishing.
Byun, S., Zhao, X., Buettner, C. K., Chung, S. A., & Jeon, L. (2022). Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea. Teaching and Teacher Education 114.
Carrasco, H. (2019). The Importance Of Fit: Fostering Job Satisfaction And Retention In Early Childhood Educators [Doctoral Dissertation, University of California].
Carroll, A., Kylee, F., Sanders?O’Connor, E., Flynn, E., Julie, M. B., Fynes?Clinton, S., York, A., & Ziaei, M. (2022). Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors. Social Psychology of Education 25, 441-469.
Chen, S., & Phillips, B. (2018). Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: A Grounded Theory. The Qualitative Report 23(1), 80-97.
Chin-Siang, A., Abu, T. M., Rumaya, J., & Madon, Z. (2014). Psychometric properties of the Malay version of the Job Satisfaction Survey among Malaysian military personnel. Pertanika Journal of Social Science and Humanities 22, 285-306.
Çiçekler, C. Y., Kaçan, M. O., Erdemir, E., & Aral, N. (2020). Job Satisfaction and Burnout Levels of Early Childhood Teachers in the U.S. and Turkey. Adiyaman Univesity Journal of Educational Sciences 10(1), 56-69.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A Global Measure of Perceived Stress. Journal of Health and Social Behaviour 24(4), 385-396.
Converso, D., Viotti, S., Sottimano, I., Cascio, V., & Guidetti, G. (2015). Work ability, psychophysical health, burnout, and age among nursery school and kindergarten teachers: a cross-sectional study. La Medicina del lavoro 106(2), 91-108.
daLuz, F. S. R. (2015). The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning [Masters Dissertation, Bridgewater State University].
Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England. European Journal of Teacher Education 30(3), 249-265.
Ejimofor, D. A. (2015). Teachers’ Job Satisfaction, Their Professional Development and the Academic Achievement of Low-income Kindergartners. Tesis Dr. Fal, University of North Carolina.
Ern, L. T. (2023). A Study of Preschool Teachers’ Perceived Stress And Their Job Satisfaction [Bachelor’s Degree Dissertation, Universiti Tunku Abdul Rahman].
Farewell, C. V., Quinlan, J., Melnick, E., Powers, J., & Puma, J. (2021). Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High?Need Populations. Early Childhood Education Journal 50,197-206.
Fink, G. (2009). Stress: Definition and History. In: Encyclopedia of Neuroscience. Victoria: Elsevier.
Finkbeiner, K. (2023). Positive psychology in the workplace. Zevo Health.com [23rd June 2023]
Finnman, J., Söderbäck, M., Sjöman, M., Welander, J., & Almqvist. L. (2023). Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden. Early Education and Development, 1-19.
Fletcher, B., & Wisneski, D. B. (2020). The Lived Experience of Psychological Occupational Stress in Early Childhood Teacher Leaders. Journal of Curriculum, Teaching, Learning and Leadership in Education 5(1), 1-14.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist 56, 218-226.
Gardarsdottir, B. M. (2019). Factors contributing to resilience and protecting preschool teachers against stress and burnout: A qualitative study [Masters Dissertation, Mid-Sweden University].
George, J. M., & Jones, G. R. (2011). Understanding and Managing Organizational Behavior. 6th Ed. New York: Pearson.
Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., & Zachopoulou, E. (2012). Parental conceptions of quality in Greek early childhood education. European Early Childhood Education Research Journal 22(1), 134-148.
Greenberg, M. T., Brown, J. L., Abenavoli, R. M. (2016). Teacher stress and healtheffects on teachers, students, and schools. Edna Bennett Pierce Prevention Research Center: Pennsylvania State University.
Hallinger, P. (2010). Making education reform happen: Is there an 'Asian' way? School Leadership & Management 30(5), 401-418.
Harrison, M., & Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal. 10.1002/berj.3851.
Hepfner, S. A. (2017). The Difference in Job Satisfaction between Full-Time and Part-Time Early Childhood Educators Working in Public and Private Schools in South Carolina [Doctoral Dissertation, Liberty University].
Hill, A. (2020). The PERMA Model:A Scientific Theory of Happiness. Kentucky: University of Kentucky.
Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology 53(5): 337-357.
Holp, S. T. (2022). Job Satisfaction of Early Childhood Educators During the COVID-19 Pandemic [Bachelor’s Degree Dissertation, University of Dayton].
Jabatan Pendidikan Negeri Johor. (2023). Data SMPK Prasekolah Swasta.
Ji, Y. C., & Dobbs-Oates, J. (2016). Teacher-Child Relationships: Contribution of Teacher and Child Characteristics. Journal of Research in Childhood Education 30(1), 15-28.
Jie, W. (2019). A study on Job satisfaction of Preschool Teachers in Heilongjiang Province. Advances in Social Science, Education and Humanities Research 369,371-374.
Judge, T. A., & Church, A. H. (2000). Job satisfaction: Research and practice. Industrial and Organizational Psychology: Linking Theory with Practice. Oxford: Blackwell.
Kaur, K., Zarin, I., Chen, L. E., Choong, Y. V., & Sze-Siong, C. (2022). Constructing a Stress Index for Teachers in Malaysia: A Fuzzy Delphi Approach. Asian Journal of University Education 18(3), 606-624.
Kern, M. L., Waters, L. E., Adler, A., & White M. A. (2014). A multidimensional approach to measuring well-being in students: Application of the PERMA Framework. The Journal of Positive Psychology 10(3), 262-271.
Kim, S., & Lee, J. (2021). The Mediating Effects of Ego Resilience on the Relationship between Professionalism Perception and Technostress of Early Childhood Teachers. International Journal of Learning, Teaching and Educational Research 20(4), 245-264.
Klassan, R. M., & Chui, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology 102(3): 741-756.
Koolhaas, J. M., Bartolomucci, A., & Buwalda, B. (2011). Stress revisited: a critical evaluation of the stress concept. Neuroscience and Behavioral Reviews 35(5), 1291-1301.
Krogh, S., & Slentz, K. (2001). Early Childhood Education: Yesterday, Today, and Tomorrow. New Jersey: Taylor & Francis.
Kusma, B., Groneberg, D., Nienhaus, A., & Mache, S. (2012). Determinants of day care teachers’ job satisfaction. Central Europe Journal of Public Health 20(3): 191-198.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review 53, 27-35.
Li, S., Li, Y., Lv, H., Jiang, R., Zhao, P., Zheng, X., Wang, L., Li, J., & Mao, F. (2020). The prevalence and correlates of burnout among Chinese preschool teachers. BMC Public Health 2020(20), 160.
Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the real world: The role of Head Start teachers’ psychosocial stressors. Early Education and Development 21, 65-94.
Locke, E. A. (1976). The nature and causes of job satisfaction. Handbook of industrial and organizational psychology. Chicago: Rand McNally.
Madeson, M. (2021). Seligmans PERMA+ Model Explained: A Theory of Well-being.
MetLife Survey of the American Teacher. (2013). Challenges for School Leadership: A survey of teachers and principals. New York: MetLife.
Mullins, J. L. (2005). Management and organizational behavior. 7th Ed. Essex: Pearson Education Limited.
Mwesigwa, R., Tusiime, I., & Ssekiziyivu, B. (2020). Leadership styles, job satisfaction and organizational commitment among academic staff in public universities. Journal of Management Development 2020.
Nadiah B. A., Amizawati M. A., & Siti Farahhani, I. (2019). Key performance indicators tugas, ganjaran dan prestasi kerja guru sekolah kerajaan. JuPiDi: Jurnal Kepimpinan Pendidikan, 6(4), 38-60.
National Association for the Education of Young Children (NAEYC). (2012). All criteria document. http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf
Niklas, C. D., & Dormann, C. (2005). The impact of state affect on job satisfaction. European Journal of Work and Organizational Psychology, 14(4), 367–388.
Noor, I. M. Z., Fariza M. S., & A’dawiyah I. (2019). Stres menurut sarjana barat dan Islam. Penerbit Universiti Kebangsaan Malaysia.
OECD. (2014). TALIS 2013 Results: An international perspective on teaching and learning. Paris: OECD Publishing.
O’Shea, C. M. (2021). How relationships impact teacher job satisfaction. International Journal of Modern Education Studies 5(2), 280-298.
Okeke, C. I. O., & Ogbeche, T. A. (2022). Work stress and gender as determinants of job satisfaction among early childhood educators in Cross River State, Nigeria. International Journal of Research in Business & Social Science 11(7), 92-99.
Ong, E. T., Luo, X., Yuan, J., & Yingprayoon, J. (2020). The Effectiveness of Professional development programme on the use of STEM-based 5E inquiry learning model for science teachers in China. Science Education International 31(2), 179–184.
Ota, C. L., Baumgartner, J. J., & Austin, A. M. B. (2012). Provider stress and children’s active engagement. Journal of Reseasch in Childhood Education 27, 61-73.
Othman, Z., & Sivasubramaniam, V. (2019). Depression, anxiety, and stress among secondary school teachers in Klang, Malaysia. Internationa Medical Journal 26(2), 71-74.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington: American Psychological Association.
Pianta, R. C. (2001). Student-Teacher Relationship Scale:ProfessionalManual. Florida: Psychological Assessment Resources. Inc.
Quinn, E. L. Stover, B., Otten, J. J., & Seixas, N. (2022). Early Care and Education Workers’ Experience and Stress during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health 2022(19), 2670.
Rafferty, A. E., & Griffin. M. (2008). The SAGE Handbook of Organizational Research Methods. London: Sage Publications.
Rivas, A., Mooss, A., Pontier, C. H., Romillo, J., & Munoz, E. (2023). The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self?efficacy in early childhood education and care settings. International Journal of Child Care and Education Policy 2023(17), 12.
Sandhu, S. S., Ismail, N. H., Rampal, K. G. (2015). The Malay Version of the Perceived Stress Scale (PSS)-10 Is a Reliable and Valid Measure for Stress among Nurses in Malaysia. Malaysian Journal of Medical Science 22(6), 26.
Sandstrom, H., Casas, M., Hernandez-Lepe, F., & Greenberg, E. (2022). Early Educators’ Work Experiences and Job Satisfaction: Findings from the District of Columbia Child Care Policy Research Partnership. Washington: Urban Institute.
Schmidt, W., & Lehrl, S. (2018). Teacher–child interactions in ECEC classrooms: Characteristics, predictivity, dependency and methodological issues. Research Papers in Education 33(4), 411-413.
Seligman, M. E. P. (2011). Flourish. New York: Simon & Schuster.
Selye, H. (1976). Stress in Health and Disease. Boston: Butterworth.
Sempane, M. E., Rieger, H. S., & Roodt, G. (2002). Job satisfaction in relation to organizational culture. Journal of Industrial Psychology 28, 23–30.
Settanni, M., Longobardi, C., Sclavo, E., Fraire, M., & Prino L. E. (2015). Development and psychometric analysis of the Student–Teacher Relationship Scale – Short Form. Frontiers in Psychology 6.
Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, L. (2014). Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. Washington, DC: Institute of Education Sciences.
Singh, M., Amiri, M., & Sabbarwal, S. (2017). Social media usage: positive and negative effects on the life style of Indian youth. Iranian Journal of Social Sciences and Humanities Research 5(3).
Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology 13, 693-713.
Spector, P. E. (2011). Job Satisfaction Survey. Paul Spector.com
Spilt, J. L., Vervoort, E., & Verschueren, K. (2018). Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems. School Psychology Quarterly 33(3), 419–427.
Spodek, B., & Saracho, O. N. (2006). Handbook of research on education of young children. 2nd Ed. New York: Macmillan Publishing Co.
Subramaniam, A. (2022). The Relationship between Job Satisfaction and Commitment among National School Teachers in South Kinta District, Perak. Management Research Journal 11(2), 1-13.
Sukhvinder, S. S., Noor, H. I., & Rampal, K. G. (2015). The Malay Version of the Perceived Stress Scale (PSS)-10 is a Reliable and Valid Measure for Stress among Nurses in Malaysia. Malaysian Journal of Medical Science 22(6), 26-31.
Šumati?a, M., Malmberg, L. E., Gregoriadis, A., Grammatikopoulos, V., & Zachopoulous, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly 64(2023), 355-367.
Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management 5, 18-27.
Thmason, A., & La Para, K. (2012). Teachers’ Commitment to the field and teacher-child interactions in center-based child care for toddlers and three-year-olds. Early Childhood Education Journal 41(2): 227-234.
Tsigilis, N., & Gregoriadis, A. (2008). Measuring Teacher-Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student-Teacher Relationship Scale-Short Form. Journal of Early Education & Development 19(5), 816-835.
Wang, Y., Pan, B., Yu, Z., & Song, Z. (2023). The relationship between preschool teacher trait mindfulness and teacher?child relationship quality: the chain mediating role of emotional intelligence and empathy. Current Psychology 2023.
Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015) Workplace stress and the quality of teacher–children relationships in Head Start. Early Childhood Research Quarterly 30, 57-69.
Yamane, T. (1967). Statistics: An introductory analysis. 2nd Ed. New York: Harper and Row.
Yang, W., Laakkonen, E., & Silven. M. (2021). Teachers’ Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study. Journal of Psychology & Educational Assessment 39(7), 848-860.
Yee, W. K., Nor M. M. R., & Pau, K. M. (2022). Psychological well-being, job satisfaction and students-teacher relationship among preschool teacher in Perak. Journal of Management, Information and Decision Sciences 25(2), 1-9.
Yim, J. S. C., & Moses, P. (2016). Work factors and teacher satisfaction: The mediating effect of cynicism toward educational change. Issues in Educational Research 26(4): 694-709.
Young, K. C., & Leffler, J. L. (2022). Will Personal Engagement in Play Affect the Perceived Stress of Early Educaors? Journal of Research Initiatives 6(2), 3.
Zainab , N. K., Subramaniam, V., Afinah, A. D. M., Gopal, V., Ruslin, E., & Marcus, A. (2020). Tahap Kepuasan Kerja Warga Institut Pendidikan Guru Kampus Keningau. Prosiding Kolokium Aktiviti Kesarjanaan 2020(1):112.
Zulhairi, N. M., Lail, J. A. W. & Ruzita. (2016). Kepuasan Kerja Guru dan Perbezaannya Berdasarkan Pencapaian Sekolah. Jurnal Personalia Pelajar 19(1), 49-54.

(Jayaraja & Mohamed, 2024)
Jayaraja, A. R., & Mohamed, S. (2024). Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru. International Journal of Academic Research in Business and Social Sciences, 14(5), 1456–1479.