Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 289
ISSN 1989 – 9572
DOI: 10.47750/je .2022.13.04.039
A Glance in he Li e o Kinde ga en Teache s in Hong
Kong: A Mixed-Me hod App oach
Wing Cheung TANG
Jou nal o Educa o s, Teache s and T aine s, Vol. 13 (4)
h ps://je .labos o .com/
Da e o ecep ion: 19 Ap 2022
Da e o e ision: 08 July 2022
Da e o accep ance: 24 july 2022
Wing Cheung TANG (2022). A Glance in he Li e o Kinde ga en Teache s in Hong Kong: A Mixed-
Me hod App oach Jou nal o Educa o s, Teache s and T aine s,Vol. 13(4). 289-296
1Doc o in Philosophy in Business Adminis a ion,Asia e-Uni e si y,Kuala Lumpu , Malaysia
Jou nal o Educa o s, Teache s and T aine s, Vol. 13 (4)
ISSN 1989 – 9572
h ps://je .labos o .com/
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 290
A Glance in he Li e o Kinde ga en Teache s in Hong Kong: A Mixed-
Me hod App oach
Wing Cheung TANG
Doc o in Philosophy in Business Adminis a ion,Asia e-Uni e si y,Kuala Lumpu , Malaysia
Email: wingcheung ang2022@ho mail.com
ABSTRACT
The s udy has gi en pa icula a en ion o he kinde ga en eache s' job sa is ac ion le els and plans
o lea e hei cu en posi ions while hey a e employed in Hong Kong. Only 395 local kinde ga en
eache s who ha e expe ience eaching in kinde ga ens and who a e be ween he ages o 18 and 60
we e chosen o he s udy. In addi ion, hey had o be s ong communica o s and be able o ead and
w i e adi ional Chinese. Addi ionally, he esea ch was ca ied ou om Augus o Oc obe 2020.
The s udy used a mixed-me hod o esea ch. This s udy ook in o accoun all aspec s o academic
p ac ice, including e hical esea ch p ac ices. Fo achie ing he goals o he p esen s udy, nume ous
mo i a ional heo ies, s a is ical analysis, and an ex ensi e li e a u e e iew we e applied. Acco ding
o he s udy, ha ing high le els o job sa is ac ion has good e ec s and inc eases s a p oduc i i y;
he lack o i g ea ly esul s o in en ions o lea ing he job. Addi ionally, i showed ha he e was a
s ong co ela ion be ween he communica ion gap be ween kinde ga en kids and eache s and hei
sa is ac ion wi h hei wo k in hose se ings. The le el o job sa is ac ion is no dependen on jus one
ac o . To add ess he issues aised by he s udy's indings, i is s ongly ad ised o implemen
adequa e ecogni ion, ca ee p omo ion, aining p og ams, sui able wo kplace esou ces, and heal hy
wo k-li e balance, among o he hings.
Keywo ds-job; eaching; wo k-li e balance; ea ly-childhood educa ion; mo i a ion
I. INTRODUCTION
Kinde ga en educa ion has come o be ega ded as c ucial o e he yea s and is now a equi emen in Hong
Kong. Pa en s ha e a c ucial ole in helping hei kids ind a kinde ga en ha will sa is y hei needs o g ow h
and os e hei in e es s in lea ning. Howe e , eache s had been a o ably in luencing his p ospe i y and had
eached a high deg ee o job sa is ac ion [1]. To achie e high p oduc i i y and ui ul ou comes om hei du ies,
howe e , i is c ucial o asce ain he eache 's job sa is ac ion. Addi ionally, ins uc o s who a e happy wi h hei
jobs do a be e job o pu ing educa ional policies and p ocedu es in o p ac ice, which helps hem achie e hei
goals o de eloping e ec i e adul lea ning p ac ices. Ea ly educa ion mus be p o ided in a high-quali y and
posi i e manne in o de o gi e pupils a s ong ounda ion. I his is no done, achie emen gaps will de elop,
u he limi ing he s uden s' chances.
Teache s in kinde ga ens needed o eel con en wi h hei deg ee o esponsibili y [2]. Kinde ga en eache s'
con en men was in luenced by hei posi ion and he en i onmen a wo k. Depending on he wo kload,
incen i es, and wo king en i onmen , eache job sa is ac ion di e s om egion o egion [3]. In Hong Kong, a
a ie y o ac o s, including a hea y wo kload, beha io al issues, dealing wi h s uden s who ha e special
educa ional needs, s uden s who a e non-Chinese speake s (NCS), p oblems ela ed o hei own capaci y, and
o he s, ha e an impac on how sa is ied kinde ga en eache s a e wi h hei jobs. These led o a decline in he
eache s' mo i a ion a sHowe e , p io esea ch [4] has only ound modes e idence o he job sa is ac ion o
hese kinde ga en ins uc o s in Hong Kong's kinde ga ens.
The indings o his esea ch would be h ee- old: (1) con ibu ing o He zbe g’s wo- ac o heo y in he con ex
o Chinese Kinde ga en ins i u ions; (2) in es iga ing he p ac ice o ea ly-childhood educa ion a he poin o
iew o kinde ga en eache s, hei mo i a ion and job sa is ac ion; and, (3) exhibi ing aluable da a and
in o ma ion as a suppo o u he esea ch which had been ca e ed on o he ac o s and le els o he eache s’
doing jobs in he Hong Kong.
Objec i es o he S udy
To his end, i 's c i ical o de e mine which ac o s a e ha ing a nega i e e ec on eache s' job sa is ac ion. The
goal o he cu en s udy was o p o ide an e ec i e app oach o o e coming hese challenges and imp o ing he
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 291
job sa is ac ion o kinde ga en eache s in Hong Kong. Speci ically, he ollowing a e o be me in his esea ch
s udy, o wi :
i. To assess he job sa is ac ion o kinde ga en eache s in Hong Kong;
ii. To assess he in en ion o lea ing o kinde ga en eache s in Hong Kong;
iii. To explo e he ela ionship be ween he kinde ga en eache s’ job sa is ac ion and in en ion o lea ing; and,
i . To iden i y he kinde ga en eache s’ easons o lea ing.
II. LITERATURE REVIEW
The educa ional sys em in Hong Kong is mainly pa e ned om ha o he UK sys em, wi h changes occu ing
a e he hando e o Hong Kong o China. Mode nizing he sys em o mee globaliza ion and 21s cen u y
equi emen s was impe a i e [5]. Recen su ey shows ha only a ound 33% o s uden s pu sue e ia y educa ion
[6], and hus, pa en s wi h high educa ion backg ound imposes mo e p essu e on he kinde ga en eache s
especially in e ms o p o iding ull ca e o hei child en. This was he ac ha acco ding o he O ganiza ion o
Economic Co-ope a ion and De elopmen 's (OECD) P og amme o In e na ional S uden Assessmen (PISA),
Hong Kong anked second in eading and is also second in ma hema ics and science [7]. This accolade
demons a ed he calibe o ins uc ion and he calibe o he lec u e s and eache s who assis ed he s uden s in
achie ing op places. Pa en s we e expec ing kinde ga en eache s o main ain high quali y in ea ly childhood
educa ion. Teache s needed o ha e b oadened knowledge o enhance s uden s’ lea ning, gene ic skills, and
posi i e a i udes owa ds hei li e.
This kind o p essu e necessi a es ha nea o 45% kinde ga en eache s ha e been wo king mo e han 60 hou s
in a week [8]. Same s udy showed ha kinde ga en eache s a e also acing inancial p oblems in e ms o hei
sala y, and ha hey eel unapp ecia ed and no ecognized. Acco dingly, almos 40% o he esponden s in ends
o change ca ee s, jobs o indus y jus o elax hei mind and o educe hei s ess.
Howe e , i is bu logical ha he numbe o kinde ga en eache s inc ease wi h he inc ease in en ollees om
2013 o 2020 [9]. This en iced young p o essionals o pu sue his ca ee , hus, he ise o bo h local and non-local
(public and p i a e) kinde ga ens. Howe e , his also esul ed o hi ing eache s who a e no well ained, which
igge s he loss o con idence by he ins i u ion’s s akeholde s especially on local (public) schools. Wo kloads
and o he wo k bu den has been inc easing s eadily, and his has nega i ely a ec ed hei pe o mance and
concen a ion o hei ins uc ional wo k. Acco dingly, kinde ga en eache s we e equi ed o wo k a leas 60
hou s pe week due o he ex a adminis a i e bu den. I has also been ound ha “ eache s a e sel -mo i a ed
and commi ed o wo k despi e he necessa y o e ime” [10]. They also needed o hu y he s uden s o comple e
he assigned daily ac i i ies wi hin he ime limi . Hence, hey el compelled o igno e indi idual di e ences
among s uden s in hei class oom [11]. On he o he hand, he well-known kinde ga ens a oid he s uden s who
need special educa ional a en ion om he eache s o manage hei e iciency and o secu e hei eache s in
e ms o pu ing ex a e o s on hese s uden s [12].
The good beha io o he eache s le a s ong e ec on he child en, which led o lesse absen eeism and g ea e
commi men om he eache s when iewed h ough he lens o hei job sa is ac ion. Raising sala y and
ecei ing p omo ions we e necessa y o ha ing a a o able impac on job sa is ac ion, which led o high
employee mo i a ion [13]. I eache s we e happy wi h hei p o essions, hey ga e high-quali y lec u es ha
esul ed in an e ec i e unde s anding o he pupils and helped hem achie e good sco es and esul s [14]. In ligh
o his, he high job sa is ac ion o kinde ga en eache s may ha e a signi ican posi i e impac on bo h he pupils
and he kinde ga en. Posi i ely, his had been he s anda d o high-quali y basic educa ion [15]. O he o ms o
mo i a ional s a egies, inancial o non- inancial, including aining and eache de elopmen p og ams and good
leade ship and wo k-li e balance a e i al indica o s o imp o ing job sa is ac ion and job u no e [16]. Good
ela ionship wi h colleagues and p o essional esponse om pa en s cons i u e posi i e wo kplace
III. METHODOLOGY
A. Resea ch Design
The s udy made use o he desc ip i e-co ela ional me hod o esea ch supplemen ed wi h a alida ed
ques ionnai e, which looks in o bo h quan i a i e and quali a i e da a o mee he objec i es. The main objec i e
o using his mixed app oach was he wo open ended ques ions in he ques ionnai e ha we e also he pa o he
esea ch. I was a quan i a i e esea ch app oach by su ey and supplemen ed by wo quali a i e ques ions
allowing o comp ehensi e analyses o phenomena [17].
B. Resea ch S a egy
The eali y o he sa is ac ion o he job and in en ion o lea ing among kinde ga en eache s in Hong Kong can
be explo ed. The esul s we e alid, eliable, and gene alizable o a la ge popula ion.
C. The Responden s and Ins umen a ion
All he da a o he quan i a i e esea ch collec ed h ough he online sel -adminis e ed ques ionnai e co e ing 395
eache s in kinde ga en wi hin he Hong Kong h ough Wha sApp, email, o he mail. The su ey ac i i y was
ocused on he sa is ac ion o he job, and i complied he Paul Spec o su ey model ini ia ed in 1994 [18] o
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 292
a aining mo e au hen ici y o he ac i i y. Howe e , he in en ion o lea ing he job had been adop ed om he
s udy o Youce , Ahmed, and Ahmed [19]. The i s sec ion ca e s he le el o job sa is ac ion; he second sec ion
co e s he in en ion o lea ing and es o he wo ques ions we e open-ended.
D. Da a Ga he ing P ocedu es
The me hods used in he esea ch helps he esea ch o ensu e he au hen ici y and eliabili y o he da a ha was
collec ed du ing he ac i i y h ough sys ema ic plan. The online ques ionnai e had been designed o ob aining
he quan i a i e da a h ough he ques ions ha a e closed-ended in e ms o ca e ing wide ange o a ea. Fu he ,
he e we e mul iple choice answe s o sa ing he ime.
The esea che asked pe mission om he di e en heads o agencies. The pa icipan s we e o ien ed abou he
objec i es o he s udy o a oid misin e p e a ions. Resea ch e hics and academic p o ocols a e obse ed
h oughou he conduc .
E. Da a Analysis
A e he da a a e ga he ed, i is p ocessed and analyzed h ough S a is ical Package o he Social Sciences
(SPSS) Ve sion 25. Ex ensi e calcula ions wi h mean sco es in e ms o accu a e igu e o each o he g oup
de ined unde he subscale o he sa is ac ion o he job and in en ions o lea ing he job. Co ela ion be ween
he job sa is ac ion and in en ions o lea ing we e also de e mined.
The analysis o quali a i e ques ions was aimed a unde s anding he challenges and p oblems o kinde ga en
eache s’ in en ion o lea ing in Hong Kong. I migh help o explo e he s a egies o e ain alen ed eache s in
kinde ga en.
F. E hical Conside a ions
Consen was aken om he esponden s be o e hei online in e iew o ha e hei consensus. They we e gi en
su icien ime o sign and conside pa icipa ion. The e we e no isks di ec ly ela ed o he s udy. Be o e
collec ing he in o ma ion om he esponden s o he esea ch, i was compulso y o ake hem in o he
con idence abou he whole conduc o he esea ch. All da a collec ed we e enc yp ed o a oid he iden i ica ion
o esponden s’ pe sonal in o ma ion. Responden s may skip any ques ions hey do no wan o answe , and hey
may end he su ey a any ime when hey eel h ea ened o uneasy.
IV. RESULTS AND DISCUSSIONS
A. On he Job Sa is ac ion o Kinde ga en Teache s in Hong Kong
TABLE1:MEAN SCORES OF THE NINE SUBSCALES OF JOB SATISFACTION
Subscale
Mean
(1) Pay
13.69
(2) P omo ion
11.62
(3) Supe ision
14.91
(4) F inge bene i s
13.55
(5) Con ingen ewa ds
14.23
(6) Ope a ing condi ions
10.34
(7) Co-wo ke s
16.14
(8) Na u e o wo k
16.36
(9) Communica ion
14.65
Subscale 6, Ope a ing condi ions go he lowes mean sco e o 10.34, which implies ha he esponden s do no
ag ee as o how hey a e app aised o e alua ed. P incipals, leading by example, mus be a ole model o
commi men , skill ul communica o and neu al in hei judgemen . As such, hey a e essen ial in main aining
he eache 's job sa is ac ion and e en ion [16].
On he o he hand, Subscale 8, Na u e o Wo k go he highes sco e o 16.36 implying ha he eache s a e
eally enjoying hei p o ession. Ha ing a ied and meaning ul asks may boos employee sa is ac ion wi h hei
wo k [20].
Table 2 depic s he equency dis ibu ion o dissa is ied, ambi alen , and sa is ied kinde ga en eache s in he
su ey.
TABLE2:FREQUENCY DISTRIBUTION OF DISSATISFIED, AMBIVALENT, AND SATISFIED TEACHERS
Sa is ac ion ega ding he job
O e all sco es (S)
F equency
Pe cen age
Dissa is ied
36 ≤ S ≤ 108
93
23.5%
Ambi alen
108 < S ≤ 144
211
53.4%
Sa is ied
144 < S ≤ 216
91
23.0%
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 293
Assessing hei job sa is ac ion h ough a Like -scale wi h six-deg ee scale o ag ee-disag ee esponses, i could
be assumed ha all he ag eemen wi h he posi i e wo ding in esponses and disag eemen wi h he nega i e
wo ding esponses e lec s he sa is ac ion, o he wise, i e lec s dissa is ac ion o ambi alence in be ween.
Majo i y o kinde ga en eache s (53.4%) a e ei he sa is ied o dissa is ied wi h hei jobs. A g ea numbe
(23.5%) o he kinde ga en eache s dissa is ied wi h hei cu en jobs. As pe Table 1, ope a ing condi ions,
p omo ion, and inge bene i s we e he op h ee dissa is ied subscales o sa is ac ion ega ding he job.
B. Kinde ga en Teache ’s In en ions o Lea ing
Table 3 mani es s he mean sco es o he a iables indica ing he in en ion o lea ing o he kinde ga en
eache s in Hong Kong.
TABLE3:MEAN SCORES OF THE VARIABLES OF INTENTION OF LEAVING
Va iable
Ques ion desc ip ion
Mean
Lea e
I would like o lea e my p esen kinde ga en.
3.344
New
I am looking o a new job in he coming academic yea .
2.681
Re i e
I decided o ake ea ly e i emen a e his academic yea .
1.792
Plan
I plan o lea e my p esen kinde ga en as soon as possible.
2.970
In en ion
O e all in en ion o lea ing.
2.397
A he momen , he esponden s do no in en o lea e hei p esen kinde ga en ins i u ions as shown in he sco e
o 3.344. Acco dingly, hey we e no looking o a new job in coming academic yea , as implied in he mean
sco e o 2.681. Fu he , he sco e o 1.792 hin s ha hey a e no decided o ake ea ly e i emen whe eas he
mean sco e o 2.970 clea ly implies ha lea ing as soon as possible is no pa o hei cu en ca ee plans.
O e all, hei in en ion o lea ing sco e was 2.397, which ells us ha he in en ion is qui e low.
This esul is consis en wi h he indings showed in Table 2, whe e majo i y o kinde ga en eache s a e no
dissa is ied wi h hei job, and so, in con as , low dissa is ac ion may no p omp hem o lea e hei job [21].
Howe e , he a e o which kinde ga en eache s lea e hei jobs in Hong Kong eached 26% in 2018 [22].
C. Rela ionship be ween he Responden s’ Job Sa is ac ion and In en ion o Lea e
Amongs he nine (9) sa is ac ions ega ding he job sub-scales, kinde ga en eache s epo ed a highe
sa is ac ion le el wi h hei co-wo ke s, na u e o wo k, and supe ision. Howe e , hey ha ed he kinde ga en
ope a ing condi ions mos .
Figu e1:Sca e Diag am o Job Sa is ac ion and In en ion o Lea ing
Figu e 1 e lec s he da a had a downhill pa e n om le o igh hin ing a nega i e ela ion be ween job
sa is ac ion and in en ion o lea ing. As he job sa is ac ion le el inc eases, he in en ion o lea ing ends o
dec ease.
Sa is ac ion ega ding he job and in en ion o lea ing had a s a is ically signi ican linea ela ionship ( = -
0.575, p < 0.01). The nega i e alue mean ha he le el o sa is ac ion ega ding he job a ies in e sely wi h
in en ion o lea ing. The s eng h o he associa ion was sligh ly abo e he mode a e.

Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 294
D. Con en Analysis o he Reasons o Lea ing
Con en analysis p o ides he esea che wi h addi ional ways o gaining insigh in o esponses o ques ions and
concep s pe inen o he in es iga ion.
Table 4 e lec s he con en analysis o he easons o lea ing cu en kinde ga en.
Table 4:Con en Analysis O Majo Reasons To Lea e
Codes
Theme
 Low sala y
 Few p ospec s o a pe manen posi ion
 Ea nings is no gua an eed
 Lack o p omo ion
Low sala y
 Con lic s wi h he p incipal o colleagues
 Li le suppo om he p incipal
 Li le guidance and suppo
 Li le ecogni ion and espec
 Lack o encou agemen om colleagues
 Bullied by colleagues
Con lic s wi h he p incipal o
colleagues
 Too much eaching wo k
 Too li le ime o p epa e lessons
 Lesse au onomy
 Time p essu es
 Too much adminis a i e wo k
 Di icul ies wi h class managemen
 Wo kplace ba ie s
Rigid school’s policy
 Expe ienced di icul ies wi h pa en s
 Li le suppo om pa en s
Dealing wi h pa en s
The majo easons o lea ing hei cu en kinde ga en we e low sala y, con lic s wi h p incipals o colleagues,
igid school’s policy, and dealing wi h pa en s. Sala y, p omo ion we e a d i ing o ce o mo i a ion o
imp o ing pe o mance [23]. P incipals and collegues a e i al o e aining he eache s: hey p o ide guidance,
p omo ion, encou agemen [24] in a ai and jus i iable ashion [20]. Fu he , school policies could in luence
eache ’s s ess [26] and ha ailo ed policy in e en ions could be educe eache ’s in en ion o lea ing [27].
Las ly, a coope a i e pa en - eache ela ionship is bene icial in he eaching-lea ning p ocess in he class oom
[21].
V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
Based on he indings o he s udy, he esea che eached he ollowing conclusions, o wi :
1. Among he nine (9) subscales o job sa is ac ion, ope a ing condi ions is he one ha kinde ga en eache s
a ed he lowes . How he school is adminis e ed, he na u e o hei wo k and he au onomy o e i a e majo
in luence s in hei job sa is ac ion. Wo kload, sala y and p omo ion a ec s hei job sa is ac ion in a
mode a e way. Howe e , adminis a i e pape wo k and o he ex a-cu icula ac i i ies impedes hei
sa is ac ion. Mo eo e , he s udy e ealed ha only a ma k pe cen age (23.5%) i mly sees hemsel es as
dissa is ied.
2. The kinde ga en eache ’s in en ion o lea ing is low. E e y a iable whe he o lea e immedia ely, ha ing
p ospec s o new wo k, hinking o e i e ea ly o planning o lea e shows low in en ions.
3. The ela ionship be ween he kinde ga en eache s’ job sa is ac ion and in en ion o lea ing has seen a sloping
pa e n o he igh ein o cing he p e ious da a ha hei job sa is ac ion is high, and hus, hei in en ion o
lea e is low.
4. Fo hose kinde ga en eache s who a e dissa is ied wi h hei job and in ends o lea e, hei easons pa allel
Conclusion 1 showing he ollowing: (a) low sala y including p omo ion, (b) con lic s wi hin he school
especially wi h he adminis a o s, (c) es ic i e school policies including s enuous wo k load and wo k
p essu e, and, pa en - eache p oblems. These has been ex ensi ely suppo ed by p e ious li e a u e o
in luence job sa is ac ion and in en ion o lea e o eache s.
B. Recommenda ions
Based on he conclusions o he s udy, he esea che eached ollowing conclusions, o wi :
1. The school adminis a ion is encou aged o look in o enhancing i s policies, wo king condi ions and upda e i s
compensa ion, ad ancemen and p omo ions sys em. T aining needs assessmen (TNA) is sugges ed o be
done, and wo kloads is conside ed o each eache ’s capaci y and capabili y. The school should also conside
upg ading he acili ies and class oom equipmen ha bes sui s he eaching-lea ning p ocess, including bu
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 13 (4); ISSN: 1989-9572 295
no limi ed o o ging ha monious pa ne ships and unde s anding wi h he go e nmen , ci il socie y
o ganiza ions, and pa en associa ions.
2. Wi h e e ence o Conclusion 2 and 3, is also ecommended ha u he s udy is o be done conside ing a
wide scope, co ela ing socio-economic ac o s, as well as new esea ch locale and wide sample size. O he
a iables like cul u e, eligion and echnological compe ence can be conside ed o s udy he in en ion o
lea ing he job. Compa a i e s udies and analysis can also be done indus y-wise o p o ession-wise.
3. In ela ion o Conclusion 4, i is highly encou aged ha kinde ga en ins i u ions o adap a eache -o ien ed
policy and p og am whe e coope a ion among hem, ede a ions and he Educa ion Bu eau is ins i u ionalized
asce aining ha hei oice and sugges ions a e well hea d.
ACKNOWLEDGMENT
I hank g ea ly my supe iso , D . Sheila Cheng Chuen, o he unyielding suppo and guidance in expanding my
skills and knowledge i al in inishing his esea ch; amily and iends, o hei in ellec ual and mo al inpu s o
wi hou hei us and con idence ha aised my mo i a ion and dedica ion, I won’ be able o comple e his
wo k.
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