Perceived school culture, personality types, and wellbeing among kindergarten teachers in Hong Kong

Yau Ho Paul WONG, Li Fang ZHANG

Research output: Contribution to journalArticle

3 Citations (Scopus)


WHILE RESEARCH HAS INDICATED that kindergarten teachers across cultures have consistently faced high work stress that may influence their wellbeing, little research has examined the relationships among kindergarten teachers' wellbeing, perceived school culture, and personality types. In the research, 371 in-service kindergarten teachers completed the Myers-Briggs Type Indicator, the School Culture Survey, the Job Satisfaction Survey, the General Health Questionnaire-12, and the Rosenberg Self- Esteem Inventory. Results indicated that teachers who perceived their school culture more positively tended to show higher levels of job satisfaction and self-esteem, but less mental health complaints. In addition, teachers of the extraverted, feeling, and judging types tended to perceive their school culture more positively, have higher levels of job satisfaction and self-esteem than those teachers of the introverted, thinking, and perceiving types. Implications of the findings are discussed in relation to senior school managers and policy-makers in their effort to promote school development and teacher professional development. Copyright © 2014 Early Childhood Australia.
Original languageEnglish
Pages (from-to)100-108
JournalAustralasian Journal of Early Childhood
Issue number2
Publication statusPublished - 2014


kindergarten teacher
school culture
Hong Kong
job satisfaction
Job Satisfaction
Self Concept
school development
Personality Inventory
Health Surveys
Administrative Personnel
mental health
Mental Health


Wong, Y.-h. P., & Zhang, L.-f. (2014). Perceived school culture, personality types, and wellbeing among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39(2), 100-108.