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Wang Y, Xia Q, Yue H, Teng W. Chinese Rural Kindergarten Teachers' Work-Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity. Behav Sci (Basel) 2024; 14:597. [PMID: 39062420 PMCID: PMC11273554 DOI: 10.3390/bs14070597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Revised: 07/08/2024] [Accepted: 07/12/2024] [Indexed: 07/28/2024] Open
Abstract
The loss of rural kindergarten teachers has become a common social concern in China, which is of great importance to the development of preschool education. This study conducted a survey of 2944 kindergarten teachers in mainland China, to explore the relationship between work-family conflict and turnover intention, the mediating effect of emotional exhaustion, and the moderating effect of professional identity. The study used the work-family conflict questionnaire, the emotional exhaustion scale, the turnover intention questionnaire, and the professional identity questionnaire. The results showed that (1) work-family conflict significantly predicted turnover intention; (2) emotional exhaustion played a mediating role between work-family conflict and turnover intention; and (3) professional identity moderated the latter half path of the mediation model, that is, strong professional identity alleviated the indirect predicting effect of work-family conflict on turnover intention through emotional exhaustion. The results clarified the influencing mechanism of work-family conflict on turnover intention, which could help improve rural preschool teachers' positive emotions and reducing turnover.
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Affiliation(s)
- Yingjie Wang
- School of Teacher Education, Huzhou University, Huzhou 313000, China; (Y.W.); (Q.X.); (H.Y.)
| | - Qianqian Xia
- School of Teacher Education, Huzhou University, Huzhou 313000, China; (Y.W.); (Q.X.); (H.Y.)
| | - Huilan Yue
- School of Teacher Education, Huzhou University, Huzhou 313000, China; (Y.W.); (Q.X.); (H.Y.)
| | - Wei Teng
- School of Early Childhood Education, Shanghai Normal University Tianhua College, Shanghai 201815, China
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Chen J, Cui Y, Qi L, Liu Y, Yang L. Occupational stigma consciousness and professional commitment among Chinese nursing students: Path analysis of survey data. Nurs Health Sci 2023; 25:563-570. [PMID: 37681475 DOI: 10.1111/nhs.13049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 08/10/2023] [Accepted: 08/15/2023] [Indexed: 09/09/2023]
Abstract
Pervasive stigma exists around nursing in Chinese society and can affect nursing students' commitment to the profession. Based on the resource conservation theory, this study aimed to investigate the relationship between occupational stigma consciousness and psychological empowerment in nursing students' professional commitment in China. Data were collected from November 2021 to May 2022, and 1189 nursing students participated in the study. Occupational stigma consciousness, professional commitment, and psychological empowerment were assessed using a questionnaire. The path analysis indicated that occupational stigma consciousness negatively predicted professional commitment (β = -0.127, p < 0.001) and psychological empowerment (β = -0.329, p < 0.001), and psychological empowerment mediated the relationship between occupational stigma consciousness and professional commitment. To resist occupational stigma consciousness and improve nursing students' professional commitment, nursing policies and education should focus on improving psychological empowerment.
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Affiliation(s)
- Jiamin Chen
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Yuhao Cui
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Lidong Qi
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Yun Liu
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Liping Yang
- School of Psychology, Nanjing Normal University, Nanjing, China
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Sun C, Feng X, Sun B, Li W, Zhong C. Teachers' Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13477. [PMID: 36294054 PMCID: PMC9603075 DOI: 10.3390/ijerph192013477] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 10/07/2022] [Accepted: 10/11/2022] [Indexed: 06/16/2023]
Abstract
Burnout is a serious phenomenon among female kindergarten, primary, and secondary school teachers in China. Previous research has shown that professional identity negatively predicts burnout. However, little is known about the mediating mechanisms underlying this relationship. This study examined the relationship between professional identity and burnout and the mediating roles of work engagement and psychology using a sample of Chinese teachers. A total of 2220 female teachers participated (kindergarten: 16.9%; primary school: 56.7%; secondary school: 26.4%). They answered four questionnaires measuring their professional identity, work engagement, psychological capital, and burnout. PROCESS macro (SPSS 21.0) was used to conduct mediation analyses of work engagement and psychological capital in the relationship between professional identity and burnout. Working simultaneously, work engagement, and psychological capital partially mediated the aforementioned relationship, which could reduce burnout. Working sequentially completely mediated the relationship between professional identity and burnout, and hence, the latter was the lowest. Specific implications are discussed, such as the improvement of professional identity and psychological capital.
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Affiliation(s)
- Changkang Sun
- College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
- College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
- Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | | | - Binghai Sun
- College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
- College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
- Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | - Weijian Li
- College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
- College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
- Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | - Chenyin Zhong
- College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
- College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China
- Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
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Stop high-flyers from flying away: Interaction effect of perceived overqualification and leader humility on turnover intention. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03673-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Lei P, Xu J. Development of Chinese College English Teachers' Psychological Empowerment Scale: A Validation Study. Front Psychol 2022; 13:846081. [PMID: 35391992 PMCID: PMC8980478 DOI: 10.3389/fpsyg.2022.846081] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Accepted: 02/11/2022] [Indexed: 11/13/2022] Open
Abstract
Relevant research shows teachers' "psychological power" plays a more essential role in promoting their professional development compared with the powers provided by various external factors, and it is therefore held that exploring college English teachers' individual psychological power is of great significance. To this end, this study investigated college English teachers' psychological empowerment (CETPE) via the development and validation of CETPE's scale. Based on our literature review on psychological empowerment and analysis of teachers professional development's status quo, we made a working definition of CETPE as a system involving perception of their occupation, sense of competence, experiencing of autonomy, judgment of their impact and understanding of their status. In our study, firstly the literature review and the interview with 17 college English teachers were adopted to conceptualize the dimensions of CETPE, and an exploratory factor analysis of data was conducted from 227 college English teachers and then the subsequent confirmatory factor analysis of data collected from another sample of 1030 generated 15 items belonging to five factors. The findings reveal that CETPE is systematically composed of teachers' positive perception and experience of work meaningfulness, teaching autonomy, occupational competence, professional impact and social status. This study provides a new path for teachers' professional development via strengthening their intrinsic driving force and thus helps improve the college English teaching effects.
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Affiliation(s)
- Pengfei Lei
- School of Foreign Languages, Anhui University of Science and Technology, Huainan, China
| | - Jinfen Xu
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China
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