The Effects of Working Conditions and Job Satisfaction on the Mental Health and Presenteeism of Early Childhood Teachers

Kim, Jaehee

Abstract

PURPOSE
The purpose of this study was to examine the mental health and presenteeism of early childhood teachers and to explore the effects of working conditions and job satisfaction on these.
METHODS
Data from the 4thKorean Work Environment Survey were used. The sample consisted of 474 female early-childhood teachers from private facilities. Mental health was measured using the WHO-Wellbeing Index. Presenteeism was attributed to a participant upon indication that, during the past 12 months, she had ever attended work, despite being sick. The data by complex sample design were analyzed through the Rao-Scott Ï‡2 test and logistic regression analysis.
RESULTS
37.9% of early childhood teachers reported poor mental health and 34.2% had experienced presenteeism. Early childhood teachers in permanent employment, who did not work evening shifts, and with sustainable jobs, were more likely to have better mental health. Moreover, those in permanent employment and remunerated appropriately were less likely to experience presenteeism.
CONCLUSION
Type of employment, number of days working in the evening, and job sustainability affect mental health. Further, type of employment, number of workers, and being well paid have an effect on presenteeism. We suggest that improved working conditions should precede the improvement of early-childhood teachers' mental health.