Analysis of the work-life balance and interpersonal relationships within the organization by generation of early childhood teachers

Objectives The purpose of this study is to explore differences in work-life balance and organizational relationships among generational groups of early childhood teachers. Methods For this purpose, a survey was conducted from May 27 to June 14, 2024, among 246 early childhood teachers working in kindergartens and daycare centers in prefectures C and J. The survey was conducted to examine early childhood teachers' work-life balance and organizational relationships. The collected data were analyzed using descriptive statistics and one-way analysis of variance (ANOVA) using SPSS 29.0. Results First, the overall work-life balance of early childhood teachers was significantly different across generations. The sub-variables work-family balance, work-leisure balance, and work-growth balance all showed statistically significant differences by generation. The overall work-life balance of early childhood teachers and the sub-variables of work-family balance, work-leisure balance, and work-growth balance were higher among Generation Z and Generation M than Generation X. Second, the overall relationship of early childhood teachers did not differ by generation. Among the sub-variables of early childhood teachers' relationships, early childhood teachers' relationships with the director showed statistically significant differences by generation, while early childhood teachers' relationships with colleagues, parents, and Infants and young childrens showed no differences by generation. The relationship between early childhood teachers and the director was higher for Generation X than for Generation M and Generation Z. Conclusions Through the analysis of work-life balance and organizational relationships according to the generational differences of early childhood teachers, it is expected to provide basic data for creating an organizational culture atmosphere in early childhood education institutions to understand and respect the generational differences of early childhood teachers.