The Effect of Trait Mindfulness on Teachers' Emotional Exhaustion: The Chain Mediating Role of Psychological Capital and Job Engagement

Service Employees' Mindfulness and Job Crafting amid COVID-19: The Roles of Resilience, Organizational Health Climate, and Health-Oriented Leadership

Due to changes in the work environment resulting from the COVID-19 pandemic, service employees' behavior, that proactively reshapes the content and meaning of work (i.e., job crafting), is increasingly important. We identified mindfulness as a key individual trait contributing to job crafting in the pandemic context. The purpose of our study was to examine the mediating effect of resilience on the relationship between mindfulness and job crafting, and the moderating effects of perceived organizational health climate and health-oriented leadership on the mindfulness-resilience relationship. We administered two-wave online surveys to 301 South Korean service employees after the onset of COVID-19 (January 20, 2020). Data for mindfulness, resilience, perceived organizational health climate, and health-oriented leadership were collected via participants' self-report in March, 2020. One month later (April, 2020), we obtained their self-ratings of job crafting. Results showed that resilience mediated the relationship between mindfulness and job crafting. The positive relationship between these two variables was more pronounced when perceived organizational health climate was high than when it was low. Perceived organizational health climate further moderated the indirect effect of mindfulness on job crafting through resilience.

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.