幼儿教育中的动态工作需求与资源：对倦怠机制的定性现实主义探究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-18 DOI:10.1016/j.tate.2025.105008

Jamie N. Powers , Charlotte V. Farewell , Robyn Thomas Pitts , Jini E. Puma

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引用次数: 0

摘要

职业倦怠的定义是情绪耗竭、人格解体和个人成就感降低，在幼儿教育（ECE）专业人员中很普遍。本研究采用质性现实主义探究探究启智计划员工的倦怠机制。运用工作需求-资源理论，研究了工作需求对情绪耗竭和去人格化的影响，同时考察了促进个人成就的资源。通过对7名经历不同职业倦怠的ECE专业人员的两次访谈，我们采用主题分析和因果编码来构建情境-机制-结果配置。研究结果强调了组织、人际和个人因素之间的动态相互作用，揭示了需求和资源随着视角和时间的变化而变化。

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Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout

Burnout, defined by emotional exhaustion, depersonalization, and diminished personal accomplishment, is prevalent among early childhood education (ECE) professionals. This study utilized qualitative realist inquiry to explore burnout mechanisms among Head Start staff. Applying the job demands-resources theory, we investigated how job demands contribute to emotional exhaustion and depersonalization while examining resources that promote personal accomplishment. Through two interviews with seven ECE professionals experiencing varied burnout, we employed thematic analysis and causation coding to build context-mechanism-outcome configurations. Findings highlight the dynamic interplay between organizational, interpersonal, and personal factors shaping burnout, revealing that demands and resources shift by perspective and time.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.