Thực trạng cảm nhận hạnh phúc và các yếu tố nghề nghiệp liên quan của giáo viên mầm non tại Thành phố Hồ Chí Minh

Tóm tắt

In the context of increasing professional pressure and the need to improve the quality of childcare and education, the issue of professional happiness among preschool teachers is a concern in educational research. This study aims to describe the level of perceived happiness among preschool teachersin Ho Chi Minh City and examine the relationship between this perception and professional factors such as work environment and professional pressure. A survey of 300 preschool teachers using self-reported questionnaires and descriptive statistical analysis, along with Pearson correlation, showed that teachers had a relatively high level of perceived happiness (M = 7.46, SD = 1.85), while satisfaction with the work environment was low (M = 2.02) and professional pressure was high (M = 3.15). Correlation analysis revealed that perceived happiness did not have a statistically significant linear relationship with the work environment and professional pressure (p > 0.05), while the professional factors were correlated with each other. The results reflect the inconsistency between teachers' subjective perceptions of happiness and objective working conditions, suggesting that occupational happiness is influenced by both personal and professional context factors, and providing a practical basis for improving the working environment and welfare support policies for preschool teachers.