Proceedings of The 8th International Conference on Research in Education
Year: 2024
DOI:
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Examining Instructional Quality and Job Satisfaction Among Early Childhood Educators in The Emirate of Abu Dhabi
Prof. Shaljan Areepattamannil, Nagla Ali
ABSTRACT:
This study investigates instructional quality and job satisfaction among early childhood education (ECD) educators in Pre-K3 classrooms across Abu Dhabi, Al Ain, and Al Dhafra. Using the Classroom Assessment Scoring System (CLASS), the study assesses instructional quality in three domains: Emotional Support, Classroom Organization, and Instructional Support. Findings reveal that Classroom Organization had the highest overall mean score, followed by Emotional Support and Instructional Support. The study also examines the relationship between educators’ job satisfaction and instructional quality, as well as the influence of demographic factors on both variables. Bivariate correlations show a significant positive relationship between educators’ satisfaction with pay and the Instructional Support domain. Descriptive statistics suggest that job satisfaction may vary based on educators’ gender, school type, age, and years of experience, while no significant differences were found based on the grade level taught. The findings highlight the importance of considering both instructional quality and job satisfaction in supporting ECD educators and provide insights for professional development and policy initiatives aimed at enhancing the quality of early childhood education in the region.
keywords: : instructional quality, job satisfaction, early childhood education (ECD) educators