A Study of the Present Situation of Occupational Well-Being among Kindergarten Teachers —Based on OECD “Teachers’ Well-Being: Data Collection and Analysis Framework”

Abstract

Drawing from the OECD’s “Teachers’ Well-being: Data Collection and Analysis Framework”, this study investigates the current state of occupational well-being among 394 kindergarten teachers in Suzhou. It reveals that the overall level of occupational well-being among kindergarten teachers is at the middle level, with the highest social well-being and the lowest physical and mental well-being; There are significant differences in the occupational well-being of kindergarten teachers in terms of teaching experience and professional titles. Kindergarten teachers with more than 16 years of teaching experience have the highest occupational well-being, while kindergarten teachers with less than 5 years of teaching experience have significantly lower occupational well-being than other teachers; Senior kindergarten teachers have the highest sense of occupational well-being, while kindergarten teachers with second level titles have significantly lower levels of occupational well-being compared to other teachers. Based on research data, in order to enhance the occupational well-being of kindergarten teachers, this study suggests paying attention to the physical and mental well-being, and strengthening the health support system; inspiring a sense of well-being throughout the entire career process and optimizing the career development strategies for kindergarten teachers; creating a good professional environment for kindergarten teachers to reduce their workload and enhance their abilities.