Date

4-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Michelle Barthlow

Keywords

Early Childhood Education, Job Satisfaction, Retention, Turnover

Disciplines

Early Childhood Education | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Education Economics | Elementary and Middle and Secondary Education Administration | Other Education

Abstract

The purpose of this quantitative, causal-comparative study was to determine if there was a difference in perceptions of job satisfaction among full-time and part-time teachers who work in both private and public early childhood centers in South Carolina. This study adds to the literature by investigating the impact of work employment classification and type of school on job satisfaction of Early Childhood educators. It is important to investigate the job satisfaction of early childhood educators because job dissatisfaction and high turnover in centers can negatively impact young children. This study allowed 200 participants throughout multiple early childhood centers in South Carolina to complete the Minnesota Satisfaction Questionnaire survey to determine any differences. A two-way ANOVA was conducted to conclude any differences and/or interactions among the groups. Results indicated there was no significant difference in job satisfaction among type of school and early childhood educators or between type of position and type of school environment. However, there was a difference in job satisfaction and employment work classification. Overall, early childhood educators a satisfied with their positions, despite many shortcomings in early childhood education. Recommendations for further research include exploring the job satisfaction of early childhood educators specifically in urban and rural areas, as well as including a qualitative approach to achieve a well-rounded look at the early childhood educator.

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