The influence of job satisfaction on the relationship between professional identity and burnout: A study of student teachers in Western China

Professional Identity Makes More Work Well-Being Among In-Service Teachers: Mediating Roles of Job Crafting and Work Engagement

Though the positive association between well-being and professional identity among employees is well-document, the internal mechanism underlying this association is known little. Guided by self-determination theory (SDT) and the job demands-resources (JD-R) model, this study examined the roles of job crafting and work engagement in mediating the association between professional identity and workplace well-being. We surveyed 2090 teachers (including Primary, Middle, and High School teachers) (M age = 39.42 years; SD = 8.72). Teachers completed a series of questionnaires, such as the Teachers' Professional Identity Scale, Employee's Workplace Well-being Scale, Job Crafting Scale, and Utrecht Work Engagement Scale. We controlled age, teaching age, and gender covariates to get conservative predictions. Multiple mediation analyses were utilized in this study to prove that: (a) professional identity was positively linked to workplace well-being; (b) both job crafting and work engagement take mediator roles in associating the relationships between professional identity and workplace well-being; and (c) a serial indirect pathway (professional identity → job crafting → work engagement → workplace well-being) emerged. These findings explore the factors that affect well-being and point to potential ways in enhancing teachers' workplace well-being even when the task is severe.

The influence of existence-relatedness-growth need satisfaction and job burnout of young university teachers: the mediating role of job satisfaction

Job burnout among young university teachers is a serious issue that can have negative consequences for their well-being and job performance, as well as students' learning outcomes. To identify protective factors for job burnout, this study examined the impacts and mechanism of satisfying existence, relatedness, and growth need on job burnout among 968 young university teachers, using the ERG needs theory framework. The results of the regression analysis and mediation analysis showed that ERG needs satisfaction significantly and negatively predicted job burnout, and job satisfaction mediated this relationship. Besides, the total effect of existence need satisfaction on job burnout was significantly smaller than that of relatedness need satisfaction and growth need satisfaction. These findings contribute to our understanding of the antecedents of young university teachers' job burnout and provide a theoretical basis for practical action to protect them from burnout by enhancing their need satisfaction and job satisfaction.

The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model

Background

Teacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout.

Purpose

Based on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China.

Methods

A total of 3,147 primary and secondary school teachers participated in this study.

Findings

Work engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest.

Originality

This study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout.

Implications

This study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.

Examining the job burnout of Chinese hospitality management students in internships via the transactional model

The ongoing COVID-19 pandemic has increased the psychological burden on employees in hotels, which is not conducive to the development of the hospitality industry. Based on a survey of 379 hotel interns from higher vocational colleges in China, this study empirically analyzed the status quo of job burnout in future hotel employees and its influencing factors. The results showed that interns’ job burnout and reduced personal accomplishment were at a medium level. Secondly, according to the transaction model, this study classified the antecedents of job burnout into two categories: personal factors and contextual factors. The results showed that personal factors such as attitude and self-efficacy, and contextual factors such as perceived co-worker support and job satisfaction all had a negative effect on job burnout. However, the influence of ability and perceived supervisor support on job burnout was not significant. This study also investigated the influencing factors of each sub-dimension of job burnout. Self-efficacy, attitude and job satisfaction all had a negative influence on the three sub-dimensions. Ability and perceived co-worker support only had a negative impact on reduced personal accomplishment. There was no statistical correlation between perceived supervisor support and the three sub-dimensions. The results of this study will lay a theoretical foundation so that higher vocational colleges can better organize and implement internships, and hotels can recruit energetic future employees.

The impact of job-related stress on township teachers’ professional well-being: A moderated mediation analysis

This study aimed to explore the relationship between job-related stress and township teachers’ professional well-being. Based on Job Demand-Resource Model, this study examined the mediating role of teachers’ professional identity and the moderating role of perceived organizational support in this relationship. A total of 24,276 township teachers in China responded to the Teacher Stress Scale, the Teachers’ Professional Identity Scale, the Teachers’ Professional Well-Being Structure Questionnaire, and the Perceived Organizational Support Scale. Results showed that: (1) the professional well-being of township teachers differed significantly in terms of school type and demographic characteristics like age and gender; (2) job-related stress negatively predicted township teachers’ professional well-being, with teachers’ professional identity playing a mediating role; (3) the relation between job-related stress and teachers’ professional identity was moderated by perceived organizational support; and (4) in the moderated mediation analysis, job-related stress positively predicted township teachers’ professional well-being. These findings indicated that township teachers’ professional well-being was influenced by both organizational and individual factors, which provided a theoretical basis and intervention pathways for improving township teachers’ professional well-being.

How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement

(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement.

Toward the Impact of English as a Foreign Language Teachers' Grit and Self-Efficacy on Their Burnout

Due to the adverse effects of teachers' burnout on their professional performance, remarkable attention has been devoted to this mental state and its negative predictors. In this regard, multiple empirical research has been carried out to assess the effects of grit and self-efficacy as negative predictors of teacher burnout. Yet, no empirical or review study has delved into the impact of these variables at the same time. The current study attempts to fill this gap by delineating the impact of English as a Foreign Language (EFL) teachers' grit and self-efficacy on their burnout. The significant role of grit and self-efficacy in curbing EFL teachers' burnout was illustrated using theoretical and empirical evidence. The pedagogical implications are also offered.

English as a Foreign Language Teachers' Work Engagement, Burnout, and Their Professional Identity

Teacher-related variables have been considered as determining factors in shaping educational system. Teacher professional identity is also very important construct that affect teachers' teaching practice Moreover, the positive and negative emotions are considered sporadically in Chinese English as a Foreign Language (EFL) educational contexts; however, and there is a paucity of research in investigating the relationship between work engagement as a positive emotion and teacher burnout as a negative workrelated factor. This review also tried to examine how teachers' professional identity is affected by teachers' positive and negative emotions in Chinese contexts. Earlier studies have verified that teacher burnout is significantly correlated with professional identity. The earlier investigations showed the mediating role of job resources, such as job satisfaction and obligation, in the correlation between teacher burnout and professional identity. Moreover, studies have shown a significant negative correlation between teacher burnout and work engagement. Some variables, including personal features, instructive environment, work difficulties, job capital, character strengths, self-efficacy, close relationship with school colleagues, and emotional intelligence, mediate the correlation between teacher burnout and work engagement. Finally, this review specified that teachers' professional identity is regarded as a critical variable in fostering work engagement. Emotional intelligence was also considered a mediating variable that affected the relationship between teacher professional identity and work engagement. Moreover, the study has pedagogical implications and suggestions for different teacher educators, administrators, and advisors. The ideas can improve their awareness of teacher burnout, professional identity, and work engagement in instructive contexts.

Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models

The sustainable development of early childhood institutions in aging China calls for the sustainable development of early childhood teachers, which should attend to the balanced development between male and female teachers. Yet this issue has not been adequately investigated in the literature. To fill this research gap, this study explored the gender differences in Chinese early childhood (EC) teachers’ professional identity (PI) and emotional labor strategies. Altogether, 250 teachers (146 female and 104 male, Mage = 30.28 years, SD = 7.81) from Southern China were sampled and surveyed. First, the independent samples t-tests revealed significant gender differences in teachers’ PI, deep acting, and surface acting. Second, the structural equation modelling results demonstrated that PI fully mediated the relationship between teacher educational attainment, years of teaching experience, and natural and deep acting. Third, multigroup analysis confirmed different mediation paths for female and male teachers. These findings suggest that male and female early childhood teachers differed in their sense of PI and use of emotional labor strategies. Therefore, future policymaking efforts should design and implement teacher professional development (PD) programs and teacher support mechanisms catering to male EC teachers’ needs, characteristics, and difficulties in the Chinese EC workforce.

Perceived Vulnerability to Disease and the Relationship with Teacher Satisfaction in South Africa during COVID-19: The Serial Role of Burnout, Role Conflict, and Ambiguity

Teachers’ work roles and responsibilities have changed dramatically because of the COVID-19 pandemic. These unprecedented changes have the potential to generate role stress and burnout and reduce teachers’ job satisfaction. This study investigated the serial relationship between perceived vulnerability to disease, role stress, burnout, and teaching satisfaction. It was hypothesised that individuals who perceive themselves to be at high risk of contracting COVID-19 would report high role conflict and ambiguity in the workplace, which would in turn lead to high levels of burnout and low satisfaction with teaching. Participants were schoolteachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, the Role Orientation Questionnaire, the Maslach Burnout Inventory, and the Teaching Satisfaction Scale. Path analysis confirmed that perceived vulnerability to disease was associated with role conflict and ambiguity, which was in turn associated with emotional exhaustion, depersonalisation, and low teaching satisfaction. Teachers who appraised themselves as being more vulnerable to contracting COVID-19 experienced greater role stress, which was associated with high levels of burnout and low teaching satisfaction. This study highlights that threat appraisals related to contracting COVID-19 represent an additional job demand and this needs to be matched by job resources that can facilitate coping.

Profiles of Teacher Professional Identity Among Student Teachers and Its Association With Mental Health

In recent years, studies exploring the link between teacher professional identity and mental health are increasing. However, such research using latent profile analysis is still scarce. The aim of this study was to examine the heterogeneity of a sample of 923 student teachers' professional identity and its association with mental health (i.e., psychological wellbeing and anxiety). By using latent profile analysis, four different profiles were identified: (1) low professional identity (LPI, 5.1%), (2) moderate professional identity (MPI, 42.7%), (3) high occupational values (HOV, 12%), and (4) high professional identity (HPI, 40.2%). The results demonstrated that psychological wellbeing and anxiety were significantly different across the four profiles. In addition, the anxiety of HOV group was not significantly with LPI and MPI groups. This study indicated that student teachers in different groups may have different mental health status.

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers’ identification with the teaching profession should be considered a priority.

Teachers' teleworking job satisfaction during the COVID-19 pandemic in Europe

This research takes insights from the job demand resource model to examine the teleworking job satisfaction of teachers for the period of COVID-19 pandemic. This study evidenced that teachers’ satisfaction with teleworking has been reduced as a consequence of the job demand increase. In contrast, access to adequate resources has allowed them to confront the challenges of teleworking, thus increasing their job satisfaction. The adverse effect of job demands on teleworking job satisfaction is buffered by job resources as teachers’ required extra means to confront unexpected and increased job demands. The technological gap between younger and older teachers was uncovered.

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers' physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers' job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey-483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers' professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.