The Effect of Work-Life Balance of Childcare Teachers on Childcare Devotion and Cooperative Organizational Culture

Objectives The purpose of this study was to investigate the impact of early childhood educators' work-life balance on their commitment to childcare and collaborative organizational culture. Methods To achieve this, a total of 335 early childhood educators working in daycare centers located in D Metropolitan City were surveyed. Data collection was analyzed using the SPSS 23.0 program, and included reliability tests, frequency analysis, t-tests, ANOVA, Pearson correlation analysis, and regression analysis. Results The demographic characteristics of the early childhood educators revealed that the majority were married, primarily in their 40s, and had a teaching experience of 4 years or more, although those with less than 4 years of tenure were also prevalent. The majority worked in home-based daycare centers, and the highest level of education among them was found to be an associate degree. Significant differences were observed among the sub-variables of collaborative organizational culture based on marital status, while work-life balance indicated significant differences in work-family balance, compared to collaborative organizational culture, which reflected significant disparities in teacher cooperation, goal congruence, and learning partnerships based on years of experience. Furthermore, the work-life balance of childcare teachers demonstrated a significant correlation with their commitment to childcare and a collaborative organizational culture. Notably, the balance between work and home was found to exert the greatest influence on both childcare commitment and collaborative organizational culture, followed by the balance between work and growth, as well as the balance between work and leisure. Conclusions this study has confirmed the critical impact of childcare teachers' work-life balance on their commitment to childcare and the cultivation of a collaborative organizational culture. These research findings serve as a valuable foundational resource for the development of strategies aimed at fostering a stable and sustainable childcare culture within early childhood education and care settings.