The relationship between psychosocial characteristics of the work environment and job satisfaction in an Italian public ECE service: A cross-lagged study

The present study uses a revised version of the Motivation–Hygiene theory as a theoretical framework to examine the cross-lagged associations in a sample of Italian pre-kindergarten (pre-k) teachers between job satisfaction and two types of psychosocial characteristics of the work environment: motivating factors (i.e., job demands, work meaning, and role clarity) and hygiene factors (i.e., work–family conflict, rewards, peer support, and superior support). In total, 349 pre-k teachers employed in a municipal early childhood education system of a city in Northwest Italy completed a questionnaire at two time points one year apart. Cross-lagged path analysis indicated a positive reciprocal relationship between job satisfaction and work meaning. The paths from job demands and superior support at Time 1 to job satisfaction at Time 2 were found to be significant. Finally, the path from job satisfaction at Time 1 to role clarity at Time 2 was positive and significant. The present study confirms the results of previous literature suggesting that motivating factors are more strictly associated than hygiene factors with job satisfaction. Moreover, it expands current knowledge by highlighting the importance of examining both the directionality of associations between the psychosocial characteristics of the work environment and job satisfaction. From a practical point of view, the study findings are important because they help identify possible interventions to promote the quality of work life and improve the quality of the service provided by Italian pre-k teachers. © 2020 Elsevier Inc.