Kindergarten teachers’ objective career success and subjective well-being: The mediating role of professional identity

IF 0.8 4区心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY

Journal of Psychology in Africa Pub Date : 2023-09-03 DOI:10.1080/14330237.2023.2257450

Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye

{"title":"Kindergarten teachers’ objective career success and subjective well-being: The mediating role of professional identity","authors":"Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye","doi":"10.1080/14330237.2023.2257450","DOIUrl":null,"url":null,"abstract":"AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychology in Africa","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14330237.2023.2257450","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers

查看原文本刊更多论文

幼儿园教师客观职业成功与主观幸福感:职业认同的中介作用

摘要本研究探讨了幼儿园教师客观职业成功与主观幸福感的关系，以及职业认同在这一关系中的中介作用。研究样本包括广东省5 385名幼儿园教师，其中女性占99.1%，0-1年工作经验= 15.2%，2-5年工作经验= 34.4%，6-10年工作经验= 25.3%，11-15年工作经验= 12.6%，10 - 16年工作经验= 12.6%;平均经验年数= 5.75)。教师完成了生活满意度量表(LSS)、情绪满意度量表(ESS)、客观职业成功量表(OCS)和职业认同量表(PIS)。数据分析采用回归分析和中介分析。结果表明，男性教师的客观职业成功水平越高，对主观幸福感的预测越高。职业认同在客观职业成功与主观幸福感之间起中介作用。它还与主观幸福感水平的提高有关，尤其是在女性和经验更丰富的人中。我们的研究结果提示需要为幼儿园教师提供专业发展空间，加强其客观职业成功与工作生活满意度之间的联系。关键词:幼儿园教师;客观职业成功;主观幸福感

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Psychology in Africa PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： Findings from psychological research in Africa and related regions needs a forum for better dissemination and utilisation in the context of development. Special emphasis is placed on the consideration of African, African-American, Asian, Caribbean, and Hispanic-Latino realities and problems. Contributions should attempt a synthesis of emic and etic methodologies and applications. The Journal of Psychology in Africa includes original articles, review articles, book reviews, commentaries, special issues, case analyses, reports and announcements.