Motivational profiles of kindergarten teachers in minority areas of China and their association with outcomes

Frontiers in Psychology

article

Dasheng Shi¹  Mengmeng Zhang¹  Ye Chen²  Ruining Jin³  Xiantong Yang⁴ 

[1] School of Education, Minzu University of China;Department of Preschool Education, Teachers’ College, Beijing Union University;Civil, Commercial and Economic Law School, China University of Political Science and Law;Faculty of Psychology, Beijing Normal University

关键词: Kindergarten teacher motivation;    work engagement;    Workplace well-being;    Retention intention;    minority;   

DOI  :  10.3389/fpsyg.2022.1023073

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Academic discourses regarding teacher motivation have been on-going for decades for those who teach in Chinese ethic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers' motivation pattern would vary based on a case-to-case scenario. Therefore, further studies are needed to probe the motivation patterns among this population. The study firstly examined kindergarten teachers' motivational profiles based on Expectancy Value Theory (EVT), and then examined how teachers' motivation related to outcome variables (work engagement, workplace well-being, and retention intention). Participants included 1199 kindergarten teachers from ethnic minority areas in China. Latent profile analysis identified three motivation profiles for teachers: low value-high cost (profile 1), moderate all (profile 2) and high value-low cost (profile 3). Teacher with different motivation profiles had significant differences in work engagement, workplace well-being, and retention intention. In addition, chain mediation analysis revealed that work engagement and workplace well-being mediated the relationship between motivation profiles and retention intention. The implications of the findings for study are discussed.

【 授权许可】

CC BY