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A recent government report shows that by the end of 2018, at least 520,000 kindergarten teachers were needed to properly implement kindergarten education ( Chen, 2019). The problem today is that many Chinese kindergarten teachers may be severely overworked ( Li et al., 2019). Finally, when the level of job satisfaction is high, teachers are less likely to quit ( Skaalvik and Skaalvik, 2017b). Furthermore, existing research shows that teachers who are satisfied with their work can generate more positive effects for their students (e.g., student school engagement) ( Shoshani and Eldor, 2016). Satisfied teachers are able to accept more job demands (potential stressors) and face less emotional exhaustion ( Skaalvik and Skaalvik, 2017a). How to improve teacher job satisfaction has been a topic of concern in many studies. In addition, how to enhance the individual dynamics of early childhood teachers and their emotional connection to the organization may also be something for educational administrators to consider. Thus, we suggest that educational administrators should empower kindergarten teachers more, rather than allowing them to be mere enforcers. At the same time, we suggest that administrators should focus on the empowering leadership of Chinese kindergarten teachers, strive to increase their level of dynamism, and finally, strengthen the emotional connection between the organization and the Chinese kindergarten teachers.

Finally, we discuss the findings of this study in depth. The study results show that vigor and affective commitment could mediate the relationship between empowering leadership and job satisfaction. They completed a self-report survey regarding empowering leadership, vigor, affective commitment, and job satisfaction. The participants were 557 Chinese kindergarten female teachers whose average number of years of experience was 2.82 ( SD = 3.02). Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context.

4School of Psychology, Central China Normal University, Wuhan, China.3Institute of Education, Guizhou Normal University, Guiyang, China.

2Institute of Education, Sichuan Normal University, Chengdu, China.1Institute of Education, Yibin University, Yibin, China.

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