Kindergarten Organizational Climate and Kindergarten Teacher’s Work Engagement: A Variable- and Person-Centered Approach

This quantitative descriptive study examined the impact of kindergarten organizational climate on teacher work engagement, with a focus on the mediating role of teacher morale. The research, grounded in the Job Demands-Resources model, utilized a variable- and person-centered approach to analyze data from 614 kindergarten teachers and principals across China. Findings indicated that supportive principal behavior, directive principal behavior, collegial teacher behavior, and committed teacher behavior were significantly positive predictors of work engagement; restrictive principal behavior and disengaged teacher behavior were significant negative predictors of work engagement. Teacher morale was identified as a crucial mediator, highlighting the necessity of a school environment that fosters teacher well-being and community. The study also uncovered distinct teacher profiles based on organizational climate perceptions and morale, which corresponded with varying levels of work engagement. These profiles were influenced by demographic factors, emphasizing the complexity of teacher engagement. The research contributes to the educational discourse by advocating for the cultivation of organizational climates that prioritize teacher morale and professional growth, thereby improving early childhood education quality.