Does Burnout Decrease With Teacher Professional Identity Among Teachers in China?

IF 2.6 3区心理学 Q2 PSYCHOLOGY, APPLIED

Journal of Career Development Pub Date : 2022-11-08 DOI:10.1177/08948453221138937

Xinwei Li, Weilong Xiao, Changkang Sun, Weijian Li, Binghai Sun

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引用次数: 3

Abstract

In China, burnout is common among kindergarten, primary, and secondary school teachers. Previous studies have demonstrated that professional identity positively affects the prevention of burnout among teachers. However, studies on the mediating mechanisms behind and the moderating factors affecting this relationship remain scarce. In this study, the mediating role of work engagement as well as the moderating roles of self-efficacy and perceived organizational support in these relationships was examined. A total of 3,147 kindergarten, primary, and secondary school teachers completed self-reported questionnaires. SPSS 21.0 was used to conduct data analyses, and ordinary least square (OLS) regression was used to conduct mediation and moderation analyses. Results found that the relationship between teacher professional identity and burnout was partially mediated by work engagement. Through work engagement, teacher professional identity had the biggest predictive effects on burnout when the scores for self-efficacy and perceived organizational support were high. Implications for preventing burnout among teachers in the future were provided.

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中国教师职业倦怠是否随教师职业认同而减少?

在中国，幼儿园、小学和中学教师普遍存在职业倦怠现象。已有研究表明，职业认同对教师职业倦怠的预防具有正向影响。然而，对这种关系的中介机制和调节因素的研究仍然很少。本研究考察了工作投入的中介作用以及自我效能感和组织支持感在这些关系中的调节作用。共有3147名幼儿园、小学和中学教师完成了自我报告问卷。采用SPSS 21.0进行数据分析，采用普通最小二乘(OLS)回归进行中介和调节分析。结果发现，工作投入在教师职业认同与职业倦怠的关系中起部分中介作用。当自我效能感和组织支持感得分较高时，教师职业认同通过工作投入对职业倦怠的预测作用最大。为今后预防教师职业倦怠提供启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Career Development PSYCHOLOGY, APPLIED-

CiteScore

5.80

自引率

6.90%

发文量

期刊介绍： Journal of Career Development provides the professional, the public, and policymakers with the latest in career development theory, research and practice, focusing on the impact that theory and research have on practice. Among the topics covered are career education, adult career development, career development of special needs populations, career development and the family, and career and leisure. Research reports and discussion of theory are welcome, but practical applications must be presented.