Child care teachers' and directors' perceptions of work environments : a comparison of accredited and non-accredited centers

Author

Lesa Rodene Larson

Date of Award

8-1997

Degree Type

Thesis

Degree Name

Master of Science

Major

Child and Family Studies

Major Professor

Melissa Groves

Committee Members

Carol Catron, Deborah Tegano

Abstract

The purpose of this study was to look at child care teachers’ and directors’ perceptions of their work environments. Aspects related to job satisfaction and leadership styles between accredited and non-accredited centers was examined as well. To achieve this purpose, mail-out questionnaires were used. In total, 301 teachers and 70 directors representing 91 state-licensed child care centers across the state of Tennessee (54 accredited centers, 37 non-accredited centers) responded to the survey. The overall findings were not significant but results of the data analysis (p <.05) for teachers showed statistically significant differences on the professional growth subscale of the Early Childhood Work Environment Survey (ECWES). Teachers also were found to be significantly different in only one facet of job satisfaction and work attitudes: co-worker relations. With respect to the directors, a significant difference was found on the collegiality subscale of the ECWES.

Recommended Citation

Larson, Lesa Rodene, "Child care teachers' and directors' perceptions of work environments : a comparison of accredited and non-accredited centers. " Master's Thesis, University of Tennessee, 1997.
https://trace.tennessee.edu/utk_gradthes/10591