Organizational Climate: Collegiality and Supervisor Support in Early Childhood Education Programs

Autor/inn/en	Hewett, Brittany S.; La Paro, Karen M.
Titel	Organizational Climate: Collegiality and Supervisor Support in Early Childhood Education Programs
Quelle	In: Early Childhood Education Journal, 48 (2020) 4, S.415-427 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hewett, Brittany S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-01003-w
Schlagwörter	Organizational Culture; Educational Quality; Collegiality; Teacher Administrator Relationship; Preschool Teachers; Interpersonal Relationship; Teacher Attitudes; Preschool Education; Job Satisfaction; Work Attitudes; Correlation; Instructional Leadership; Program Administration; Child Care Centers + Suchen Sie Ihr Suchwort? Unternehmenskultur; Quality of education; Bildungsqualität; Kollegialität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work attitude; Arbeitshaltung; Korrelation; Instruction; Leadership; Bildung; Erziehung; Führung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	In the current study, collegiality, defined as social interactions and belongingness among teachers, and supervisor support, defined as teachers' perceptions of leadership and support, are explored. To examine these two dimensions of organizational climate in early care and education work environments, the Teacher Satisfaction Inventory (Cassidy, Teacher Satisfaction Inventory (TSI), 2016) was completed by 48 teachers in child care centers across one southeastern state. Teachers rated 16 items focused on collegiality and 13 items related to supervisor support from 1 to 4 using a Likert-type scale focused on occurrence in their work setting. Results revealed positive aspects of collegiality and supervisor support occur frequently; although teachers reported negative occurrences of these dimensions as well. Findings also indicate that collegiality is related to program quality, but not classroom quality. Findings are discussed in terms of assessing these dimensions in early childhood teacher work settings, the importance of examining and understanding administrative work, and the relevance of the organizational climate to program quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01