Validating the Dimensions of Preschool Teachers’ Quality of Life in Malaysia: An Exploratory Factor Analysis with Policy and Management Implications

Abstract

Research on the quality of life (QOL) among preschool teachers in Malaysia remains limited, with most existing studies focusing on primary and secondary school teachers. This lack of attention represents a significant theoretical gap, given that preschool teachers face unique occupational demands, including emotional labor, high workload, and limited career progression, which may differently shape their work-related well-being. This study addresses this gap by validating the dimensions of QOL among preschool teachers through an exploratory factor analysis (EFA). A purposive sampling approach was employed, and data were collected via structured survey questionnaires distributed to 101 public preschool teachers across six districts in Negeri Sembilan, Malaysia. The instrument, adapted from previous higher education Quality Work of Life studies and modified for the preschool context, consisted of 51 items measured on a 10-point interval scale. Reliability analysis demonstrated strong internal consistency, with Cronbach’s alpha values exceeding the 0.7 threshold across seven dimensions: job stress, job security, fair compensation, career development, work-life balance, physical work environment, and perceived organizational support. Findings indicate that preschool teachers’ QOL is in a generally positive state, and the validated dimensions provide a robust framework for future research and policy initiatives aimed at enhancing teacher well-being in Malaysia.