Investigation of the Predictive Role of Preschool Teachers' Life Satisfaction on their Professional Attitudes

Abstract

This correlational study investigated the predictive role of early childhood educators' life satisfaction on their professional attitudes. Data from 249 educators in Türkiye were collected using a Personal Information Form, the Adult Life Satisfaction Scale, and the Attitude Scale Towards the Teaching Profession (with the 'openness to professional development' dimension excluded due to low reliability). Descriptive analyses indicated that participants' general life satisfaction and professional attitude levels were generally high. Pearson correlation analyses revealed significant relationships between life satisfaction sub-dimensions (general life, relationship, self, and job satisfaction) and professional attitudes, with job satisfaction displaying the strongest associations. Multiple linear regression analyses showed that among the sub-dimensions, job satisfaction was the sole significant predictor of professional valuing (positively) and occupational burnout (negatively). Furthermore, job satisfaction negatively predicted professional indifference, whereas social environment satisfaction positively predicted it. Other dimensions did not provide a unique predictive contribution. In conclusion, job-specific satisfaction is identified as a core factor associated with maintaining positive professional attitudes among early childhood educators. While general psychological well-being domains fail to provide unique predictive value in the current models, targeted improvements in the occupational climate may be crucial for preventing burnout and emotional withdrawal in early childhood settings.