The Impact of Organizational Climate on the Teacher Agency of Preschool Teachers in Guangdong Province, China
DOI:
https://doi.org/10.53797/aseana.v4i1.1.2024Keywords:
Organization climate, preschool teachers, teacher agencyAbstract
This study examines the impact of organizational climate on the agency of preschool teachers in Guangdong Province, China. Given the essential role of preschool educators in shaping educational policy and enhancing teaching effectiveness, understanding the nuances of their professional agency is critical. The research identifies key dimensions of organizational climate, such as principal support, principal supervision, teacher respect, and teacher intimacy, which positively influence teacher agency. Conversely, factors like principal constraints and teacher disengagement exhibit negative effects. Utilizing a quantitative approach, data was collected from a sample of 486 preschool teachers across Guangdong through online surveys. Statistical analyses reveal a significant correlation between organizational climate and teacher agency, with the regression model indicating that organizational climate explains 69.6% of the variance in teacher agency. The findings highlight that a supportive and respectful organizational climate fosters higher teacher agency, suggesting actionable strategies for school leaders and policymakers to enhance preschool education quality by improving the organizational environment. This study contributes valuable insights into the relationship between organizational climate and teacher agency, advocating for further research to explore the underlying mechanisms and regional variations within this context.
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