Exploring factors associated with the occupational well-being of early childhood educators in Hong Kong : an application of bronfenbrenner's ecological system /

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Student Theses

2025

Ho, Ka Man Carman

Hong Kong : The Education University of Hong Kong

Thesis

Teaching in early childhood education is recognized as a rewarding but stressful occupation, with research indicating high levels of stress among kindergarten teachers (Brown, Ralph & Bember, 2002; Chan, 2002; Tsai, Fung, & Chow, 2006; Kyriacou, 2001). Early childhood educators (ECEs) in Hong Kong face multifaceted challenges to their occupational well-being (OWB). This study investigated how environmental factors across multiple ecological levels influenced ECEs’ OWB, using Bronfenbrenner’s Ecological Systems Theory (microsystem, mesosystem, exosystem, macrosystem, chronosystem) as a guiding framework. A two-wave longitudinal mixed-methods design was employed. Survey data were collected from 144 ECEs in Wave 1 and 49 in Wave 2, and qualitative interviews were conducted with 15 participants. This approach enabled an in-depth examination of individual, interpersonal, organizational, and societal factors shaping teacher well-being over time. OWB plays a pivotal role in the effectiveness and efficiency of educators to engage students with quality teaching and learning (Brown, Ralph & Bember, 2002; Chan, 2002; Tsai, Fung, & Chow, 2006). While many studies have highlighted the importance of educators’ OWB in delivering high-quality education and childcare services, there is limited research on how different environmental factors, particularly in the context of Hong Kong, can affect early childhood educators’ OWB. The current study aims to investigate how environmental elements influence the OWB of early childhood educators in Hong Kong, framed by Bronfenbrenner’s ecological systems theory. Key findings revealed that microsystem factors – including strong job support, a sense of meaning in work, and high-quality leadership – were significantly related to better OWB outcomes, such as higher job satisfaction and lower burnout. At the mesosystem level, work– family conflict emerged as a critical stressor, correlating with reduced job satisfaction and heightened stress. Exosystem and macrosystem influences, such as frequent policy reforms, heavy administrative burdens, and a prevailing Confucian work culture, were related to educators’ well-being. Additionally, a chronosystem perspective highlighted the cumulative impact of prolonged stressors: participants reported that sustained challenges, notably the COVID-19 pandemic, intensified their role demands, strained mental health, and undermined feelings of job security over time. This ecological approach contributes to a more comprehensive understanding of the multi-level determinants of occupational well-being in the ECE sector. By illuminating how influences at the micro-, meso-, exo-, macro-, and chrono-levels work together to affect teacher outcomes, the study underscores the need for multi-level strategies to support educator wellness. The findings inform policy and institutional initiatives – for example, enhancing workplace support, fostering work–life balance, reducing bureaucratic workload, and acknowledging cultural expectations – to improve well-being and encourage retention among early childhood educators. Ultimately, this research offers actionable insights for creating a more supportive and sustainable work environment in early childhood education

LG51.H43 Dr 2025eb Hokmc

https://educoll.lib.eduhk.hk/records/DetWKSgp