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      A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy


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          Background: Teachers’ subjective well-being (SWB) has received much attention, in the light of the major increase in sick leave as well as job quitting among teachers across different cultures and countries. Studies on SWB of kindergarten teachers are still scarce, since most of the academic literature is focused on teachers of primary and secondary schools.

          Aims: The purpose of this study was to analyze and compare kindergarten teachers’ SWB in Hong Kong and Italy.

          Methods: 367 Hong Kong and 243 Italian kindergarten teachers completed a self-report questionnaire containing: the Job Satisfaction Survey (JSS), the Rosenberg Self-Esteem Scale (RSES), and the General Health Questionnaires-12 (GHQ-12). The questionnaire collected also socio-demographics data.

          Results: Hierarchical regression analysis showed that country belonging plays the strongest predictive role on self-esteem and mental health. Moreover, the independent t-test showed higher levels of job satisfaction among Italian teachers, while Hong Kong teachers were more satisfied in pay and promotion, but less in supervision, operating condition, co-worker relationship, nature of work, and communication.

          Conclusion: Results are interpreted in the light of the differences between the two contexts considered, in terms of cultural values and educational systems.

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          Most cited references 24

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          National Cultures in Four Dimensions: A Research-Based Theory of Cultural Differences among Nations

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            A meta-analytic examination of the relationship between job satisfaction and subjective well-being

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              Teacher stress and burnout: an international review


                Author and article information

                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                18 December 2018
                : 9
                [1] 1Department of Human Studies, Libera Università Maria SS. Assunta , Rome, Italy
                [2] 2Department of Early Childhood Education, The Education University of Hong Kong , Tai Po, Hong Kong
                Author notes

                Edited by: Gabriela Topa, Universidad Nacional de Educación a Distancia (UNED), Spain

                Reviewed by: Emanuela Ingusci, University of Salento, Italy; Santa Parrello, University of Naples Federico II, Italy

                *Correspondence: Paula Benevene, benevene@ 123456lumsa.it

                This article was submitted to Organizational Psychology, a section of the journal Frontiers in Psychology

                Copyright © 2018 Benevene, Wong, Fiorilli and De Stasio.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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                Figures: 0, Tables: 3, Equations: 0, References: 28, Pages: 6, Words: 0
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