Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Psychological capital research in HEIs: Bibliometric analysis of current and future trends

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.

Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation

Introduction

This study examines the predictors of work engagement among English teachers, focusing on the mediating role of psychological capital between teacher emotion regulation and work engagement.

Methods

A sample of 486 Chinese teachers participated in this research and completed self-report measures assessing emotion regulation, psychological capital, and work engagement. Structural equation modeling was employed to analyze the proposed mediation model.

Results

The results revealed a positive correlation between instructor emotion regulation and both psychological capital and work engagement. Furthermore, psychological capital emerged as a significant mediator in the relationship between emotion regulation and work engagement.

Discussion

The findings underscore the significance of enhancing teacher emotion regulation and psychological capital to potentially foster work engagement among educators. These results contribute to our understanding of the mechanisms that promote work engagement and have implications for the development of targeted interventions in the educational context.

Occupational burnout, flourishing and job satisfaction among HIV/AIDS healthcare workers in Western China: a network analysis

BACKGROUND

Healthcare workers suffered with high prevalence of occupational burnout, which might be related with their job satisfaction and well-being. This study aimed to provide evidence of complex interrelations among occupational burnout, flourishing, and job satisfaction, and identify key variables from the perspective of network structure among healthcare workers.

METHODS

A cross-sectional study was conducted between July and October 2021, and 907 (the response rate was 98.4%) HIV/AIDS healthcare workers completed their sociodemographic characteristics, occupational burnout, flourishing and job satisfaction. Network analysis was conducted to investigate the interrelations of occupational burnout, flourishing, and job satisfaction communities, and identify central variables and bridges connecting different communities with different bridge strength thresholds in the network structure. The Network Comparison Test (NCT) was conducted to examine the gender differences in networks.

RESULTS

In the network, feeling exhausted at work (strength: 1.42) and feeling frustrated at work (1.27) in occupational burnout community, and interested in daily activities (1.32) in flourishing community were central variables. Bridges in the network were job reward satisfaction (bridge strength: 0.31), satisfaction with job itself (0.25), and job environment satisfaction (0.19) in job satisfaction community, as well as interested in daily activities (0.29) and feeling respectable (0.18) in flourishing community, with bridges selected with top 20% bridge strengths. Feeling frustrated at work (0.14) in occupational burnout community and leading a purposeful and meaningful life (0.11) in flourishing community became bridges when using thresholds of top 25% and 30% bridge strengths, respectively. We also observed higher network densities in females (network density: 0.37) than that in males (0.34), and gender differences in the distribution of partial correlation coefficients (M = 0.27, P = 0.017).

CONCLUSIONS

In the network structure of occupational burnout-flourishing-job satisfaction, feeling frustrated at work in occupational burnout community and interested in daily activities in flourishing community were both central variables and bridges, which may be targeted variables to intervene to alleviate the overall level of symptoms in the network and therefore prevent poor health outcomes in healthcare workers.

Characteristics and influencing factors of early childhood teachers’ work stress and burnout: A comparative study between China, Ghana, and Pakistan

Introduction

Many studies have documented the stress and burnout experienced by early childhood teachers. However, few have focused on comparisons among countries, particularly developing ones. Meanwhile, female teachers, who are more sensitive and tend to provide emotional responses, are often overlooked as a major force of emotional involvement. This study examined the similarities and differences of early childhood teachers’ stress, burnout, and gender in China, Ghana, and Pakistan.

Methods

This study adopted a cross-sectional design. The participants included 945 preschool and lower primary school teachers recruited from Zhejiang Province in China, the Ashanti Region in Ghana, and Punjab, Pakistan. The analyses were conducted using structural equation modeling. First, the study estimated all parameters separately and without constraints between the groups for all models. Second, the study compared the latent mean difference and of stressors and burnout between teachers’ personal and job characteristics. Third, a structural equation model was used to assess the relationship between teachers’ stressors and burnout.

Results

Across the three countries, female teachers are more stressed out, with higher emotional demands and work-family conflicts, and are more prone to burnout with a greater level of emotional exhaustion and a lower level of personal accomplishments than their male counterparts are. Moreover, Chinese teachers were found to be the most stressed-out group with the highest level of burnout. In comparison to teachers in China and Pakistan, early childhood teachers in Ghana possess the lowest level of emotional demands. With the lowest level of emotional exhaustion and the highest level of personal accomplishments, Pakistani teachers were unlikely to experience burnout.

Discussion

This study comparatively analyzed the characteristics of stress and burnout among ECTs in different cultural settings and educational systems in three developing countries (China, Ghana, and Pakistan), and revealed workplace characteristics and circumstances for ECTs. In addition, this study takes gender as the main influencing factor and explores its effect on ECTs’ stress and burnout, and it highlights and verifies "emotionality" in ECTs' profession. As a result, policymakers and stakeholders in different countries may be encouraged to improve ECE quality and the well-being of ECTs.

Psychological Capital and Quality of life of Refugees in Uganda During COVID-19 Pandemic: A Serial Mediation Model

Background: The COVID-19 pandemic has in the past two years caused and continues to cause enormous effects on lifestyle, mental health, and quality of life. With no known treatment and vaccination, behavioral control measures became central in controlling the pandemic. However, the intensity of the pandemic and the stringent control measures were immensely stressful. The control measures became an added psychological burden to people living in precarious situations such as refugees in low-income countries. Purpose: Given the benefits of psychological capital, the present study aimed at investigating the role of psychological capital in enhancing the quality of life among refugees in Uganda during the COVID-19 pandemic. It was hypothesized that the effects of psychological capital on quality of life are serially mediated through coping strategies, adherence to COVID-19 control measures, and mental health. Methods: Data was collected using a self-administered questionnaire in July and August 2020 after the first lockdown. Participants were 353 South Sudanese and Somali refugees living in Kampala city suburbs and Bidibidi refugee settlement. Findings: Psychological capital was positively associated with approach coping, mental health, and quality of life. However, psychological capital was negatively associated with adherence to COVID-19 control measures. Significant indirect effects of psychological capital on quality of life through approach coping, mental health, and adherence were found. However, serial mediation effects were only substantial via approach coping and mental health. Conclusion: Psychological capital is an important resource in coping with the challenges posed by COVID-19 and maintaining a good level of psychological functioning and quality of life. Preserving and boosting psychological capital is essential in responding to COVID-19 and other related disasters and crises, which are common in vulnerable populations such as refugee communities in low-income countries.

An Examination of the Relationships between Psychological Resilience, Organizational Ostracism, and Burnout in K-12 Teachers through Structural Equation Modelling

Psychological resilience, burnout, and ostracism are significant variables that may affect teachers' performance and well-being. While psychological resilience is the ability of individuals to cope with the challenges of life/work and could support teachers in performing their profession, burnout (i.e., high levels of emotional exhaustion and desensitization) and ostracism (i.e., being ignored by others in the workplace) could lead to serious negative outcomes for both teachers and the educational system. Despite their significance, studies addressing the relationships between these variables are rare. Therefore, this study aimed to investigate the relationships between teachers' psychological resilience, burnout, and organizational ostracism. The study used structural equation modeling (SEM) to test the hypothetical relationships between these variables. The participants were selected using a simple random sampling method among K-12 teachers working in Elazig, Turkey. The data were collected using Psychological Resilience Scale-Short Form, Organizational Ostracism Scale, and Burnout Syndrome Inventory-Short Form. Data obtained from 309 K-12 teachers were analyzed using path analysis. The findings showed that teachers' psychological resilience was quite low, whilst they experienced high levels of burnout and organizational ostracism. The results also showed a negative relationship between their psychological resilience and organizational ostracism and burnout while determining a positive relationship between ostracism and burnout. Psychological resilience was determined to have a moderating role in the relationship between organizational ostracism and burnout. Implications were suggested for both research and practice.

The dynamics of burnout among Slovenian primary school teachers over the school year in relation to their perceptions of various predictors of burnout in the school context

This study examined the dynamics of teacher burnout over the course of the school year in relation to individual and environmental factors in the school context based on a three-wave panel design using an MBI-ES questionnaire and a self-constructed inventory to measure individual and environmental factors of burnout. The sample consisted of 718 teachers from 32 Slovenian primary schools; 163 of them participated in all measurements. The major limitation of this study is the high attrition rate. However, attrition analysis showed no significant differences between the initial sample and the panel group on background variables and burnout dimensions or on environmental and individual factors. Burnout was present but not pronounced among participating teachers: Emotional exhaustion was moderately high and depersonalization and personal accomplishment were low. Over the course of the school year, burnout did not increase consistently and gradually; we found only a statistically significant increase in personal accomplishment in the middle of the school year and a statistically significant greater sense of burnout at the end of the school year. As stress accumulates over time, we would expect burnout to increase. We hypothesize that participants reduced the effects of stress through various coping strategies and/or replenish their resources. We believe that the school year is not long enough for burnout to develop. The number of stressors perceived by teachers was significantly related to burnout rates. Teachers experience stress, especially in work not directly related to teaching, and from their own performance expectations. Multivariate regression analyses yielded three different but similar models of predictors of burnout that explained 25 to 50% of the variance in teacher burnout. Regardless of the instability of the models, the time and energy demands of working with students, teacher characteristics, and classroom management are the stable antecedents in the predictor models of teacher burnout.

When workaholism is negatively associated with burnout: A moderated mediation

Aim

Previous theory and research postulate that workaholism is one of the important factors that contribute to burnout. The present study aimed to analyze the role of psychological capital as a mediator between the two. Moreover, the study examined the moderating role in the stated mediated relationship.

Methods

The researchers approached a sample of university teachers (N = 1,008) including both male (n = 531) and female (n = 477) university teachers by using a multi-stage random sampling technique. For this purpose, DUWAS-10 Oldenburg Burnout Inventory, Challenging Job Demands Scale, and Anila PsyCap Scale were applied to measure workaholism, burnout, challenging job demands, and PsyCap, respectively. The data obtained from the sample was subjected to analysis by using Model 14 of Process Macro by Hayes.

Results

The results confirmed the mediating role of PsyCap and moderating role of time pressure and cognitive demands in the relationship of the two variables. The results concluded that workaholism is not directly related to burnout rather the negative relationship existed through psychological capital, and the mediated relationship was stronger for the university employees who were to face a higher level of challenging job demands including cognitive demands and time pressure.

Conclusion

Burnout is an occupational health problem that causes devastating effects on both the employees as well as to the organizational economy. Improving personal resources might help the negative relationship between workaholism and burnout in higher education institutions in the country.

Teachers' Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital

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.

Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal

This study examined the relationship between psychological capital (PsyCap) and teacher enjoyment in the context of online teaching and investigated whether the emotion regulation (ER) strategy of reappraisal mediated their relationship. 221 Chinese university teachers were selected as the research sample through snowball sampling in an online survey. After controlling for age, gender, teaching experience, education level, time and energy input during online teaching and online teaching experience, the results showed that PsyCap and reappraisal positively influence the teachers’ online teaching enjoyment (OTE), and reappraisal significantly mediated the relationship between teachers’ PsyCap and OTE, suggesting that optimistic and resilient teachers with more self-efficacy and hope are more likely to find enjoyment during online teaching, and high PsyCap combined with the use of reappraisal leads to greater OTE. The study not only confirms the positive role of reappraisal as an emotion regulation strategy in online teaching, but also provides practical implications for the realization of enjoyable online teaching experience.

Perceived procedural justice and psychological flourishing among mental health professionals in Macao: a moderated mediation model

This study aimed to examine whether and how organizational factors (i.e., procedural justice) are associated with psychological flourishing, an optimal mental state. Path analysis was conducted among 195 Chinese mental health professionals (females = 69%; Mean age = 30 years) in Macao, and results showed that emotional exhaustion partially mediated the positive association between procedural justice and psychological flourishing, whereas emotion regulation significantly diminished the effects of procedural injustice on emotional exhaustion. Our findings highlight the emotional mechanisms underlying the influence of organizational procedures on employees' wellbeing, and wellness programs for enhancing employees' emotional regulation skills are recommended.

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.

Positive Organizational Practices, Life Satisfaction, and Psychological Capital in the Public and Private Sectors

Public and private sector employees confronted stressful life circumstances that affected the world during the COVID-19 pandemic. Therefore, new knowledge on possible psychological and organizational resources is needed. This study aimed to explore positive organizational practices, psychological capital, and life satisfaction of employees in the public and private sectors. The survey applied the Satisfaction with Life Scale (SWLS), the Psychological Capital Questionnaire—PCQ-24, validated in the Lithuanian population (the Lith-PCQ-21), and the Positive Organizational Practices Questionnaire. The sample consisted of 582 employees, including 443 public sector and 139 private sector employees. The respondents’ mean age was 42.0981 years (SD = 13.23083). The CFA results confirmed the six-factor structure of positive organizational practices, χ2 = 270,884.785; Df = 406; CFI = 0.996; TLI = 0.996; NFI = 0.995; RMSEA = 0.074 [0.070–0.078]; SRMR = 0.043, the four-factor structure of psychological capital, χ2 = 32,780.109; Df = 190; CFI = 0.983; TLI = 0.980; NFI = 0.978; RMSEA = 0.082 [0.076–0.088]; SRMR = 0.067, and one factor structure of life satisfaction, χ2 = 10,588.246; Df = 10; CFI = 0.999; TLI = 0.999; NFI = 0.999; RMSEA = 0.022 [0.000–0.066]; SRMR = 0.014. The findings revealed that private sector employees demonstrated higher scores of dignity, support, care, forgiveness, and overall positive organizational practices than public sector employees. Private sector employees demonstrated higher optimism scores than public sector employees, and public sector employees demonstrated higher self-efficacy scores than private sector employees. Male employees demonstrated significantly higher scores on dignity, meaning, and forgiveness than females. Significant positive correlations were found between age and resilience, care and age, care and number of working years, care and number of working years in the current organization. Psychological capital mediated the link between positive organizational practices and life satisfaction. Positive organizational practices were linked to life satisfaction and psychological capital in both employees’ groups, but the features of links were distinctive in the public and private sectors. These results signify the importance of positive organizational practices and psychological capital for the life satisfaction of employees.

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

Emotional exhaustion has become an important occupational health problem faced by teachers, and it has seriously affected their mental health. It is necessary to pay attention to the factors that affect emotional exhaustion. In this study, 815 frontline university faculty were selected as subjects to explore the relationship between trait mindfulness and emotional exhaustion and the role of psychological capital and work engagement in this relation, using the trait mindfulness, psychological capital, work engagement, and emotional exhaustion scales. It was found that trait mindfulness and emotional exhaustion are negatively correlated; the mediating role of psychological capital between trait mindfulness and emotional exhaustion is not significant; the mediating role of work engagement between trait mindfulness and emotional exhaustion is significant; the chain mediation effect of psychological capital and work engagement between trait mindfulness and emotional exhaustion are significant.

The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.