Kindergarten teachers' perceived school culture and well-being: A comparison of non-profit-making and profit-making kindergartens

Author(s): Wong, Yau Ho P.
Date Issued: April 2010
Description: An examination of both the relationship between kindergarten teachers’ perceived school culture and well-being and a comparison of profit and non-profit kindergarten teachers’ perceived school culture, job satisfaction and mental health, from surveys of 64 teachers from different regions of Hong Kong
show entire record ↓
Journal Title: Early Child Development and Care
Volume Number: 180
Issue Number: 3
Page Range: 271-278
Topics: International Child Care & Early Education > Single-Country Studies

Child Care & Early Education Provider Workforce

Programs, Interventions & Curricula > Programs > Kindergarten
Country: Hong Kong
ISSN: 0300-4430 Paper
1476-8275 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

How and why parents select profit-making day care programs: A study of two southeastern university college communities Reports & Papers
A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners Reports & Papers
Expectations for the transition from kindergarten to primary school amongst teachers, parents and children Reports & Papers
What makes a good kindergarten teacher?: A pilot interview study in Hong Kong Reports & Papers
Mothers' transition back to work and infants' transition to child care: Does work-based child care make a difference? Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate