Personality Traits and Job Involvement of Novice Kindergarten Teachers in Zhejiang Province China: Towards a Sustainable Workforce Development

Yu Wang; Lydia Foong Yoke-Yean; Noryati Alias

doi:10.54097/w7qqwk52

Authors

Yu Wang
Lydia Foong Yoke-Yean
Noryati Alias

DOI:

https://doi.org/10.54097/w7qqwk52

Keywords:

Personality traits, job involvement, novice kindergarten teachers.

Abstract

In China, there is an increasing attention in the quality of preschool education due to the recent social and economic development. The teaching workforce is the key to quality preschool education, and the level of competency and professionalism will affect the development of preschool education and the sustainability of its workforce. With the increase in expectations for preschool teachers in China, there is a need to ensure that right candidates are selected for the job. Hence, the study on the relationship between the preschool teachers’ personality traits and their job involvement is necessary. Many studies have found personality traits factors (extraversion, neuroticism, openness, conscientiousness, agreeableness) to have an impact on kindergarten teachers’ job involvement. However, research on personality traits and job involvement of novice kindergarten teachers is an undeveloped research area in China. This study will explore the relationship between personality traits, and job involvement of novice kindergarten teachers in Zhejiang Province, China. The data was analysed using SPSS 26.0. Results of this study suggest that the five factor model is useful for examining the dispositional source of job involvement. The analyses which mean that it is logical to think there is a significant relation between personality traits and job involvement. The results of this study will aid policy makers, Ministry of Education, kindergarten management as well as researchers on the effective implementation of policies and practices that could improve preschool teachers’ overall quality and teaching effectiveness in China.

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