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Education Research International
Volume 2012 (2012), Article ID 676352, 9 pages
Research Article

Caregiving Involvement, Job Condition, and Job Satisfaction of Infant-Toddler Child-Care Teachers in the United States

1Department of Individual, Family and Community Education, University of New Mexico, Simpson Hall, MSC05 3040, Albuquerque, NM 87131, USA
2Department of Language, Literacy and Sociocultural Studies, University of New Mexico, Albuquerque, NM 87131, USA

Received 9 March 2012; Accepted 16 May 2012

Academic Editor: Alex W. H. Chan

Copyright © 2012 Ziarat Hossain et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study explored the degree to which infant-toddler child-care teachers were involved in their caregiving tasks, the nature of their job condition, and the relationships among caregiving involvement, SES variables (e.g., age, income, education, and work hours), and job condition including job satisfaction, burnout, and quitting behavior. Forty-one teachers from 10 daycare centers in small towns of the Southwest participated in the study. Results indicate that there was a high level of caregiving involvement and job satisfaction among the teachers. However, most teachers were dissatisfied with their current income levels, showed a moderate level of burnout, and yet did not express their intention to quit their present job. Correlation analyses reveal that teachers’ job satisfaction was positively related to their interaction with children and colleagues, resources, and training but negatively correlated to burnout and quitting behavior. Teachers’ burnout and quitting behavior were negatively correlated to their interaction with children and colleagues, resources, training, and income. While the desire to work with children had a significant impact on teachers’ job satisfaction and burnout, income and level of collegiality significantly predicted their quitting behavior.