The role of school organizational conditions in teacher psychological resilience and stress during COVID-19 pandemic: A moderated mediation model

Frontiers in Psychology

article

Chunhua Fu¹  Mingkun Ouyang²  Xian Liu³  Guilin Xu⁴  Huimei Wang¹  Zhenying Ye⁵  Jiajing Zhao¹ 

[1] School of Education, Minzu University of China;School of Education Science, Guangxi Minzu University;Faculty of Health, Medicine and Life Sciences, Maastricht University;School of Marxism Studies, Wuhan Textile University;Institute for Moral Education, Central China Normal University

关键词: School organizational conditions;    Teacher stress;    psychological resilience;    perceived COVID-19 crisis strength;    quantitative research;   

DOI  :  10.3389/fpsyg.2022.1047831

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Educational reforms facilitate the relief of teacher stress via enhancing school organizational conditions. However, limited research has explored the effects of school organizational conditions on teacher stress in China. Using a sample of 734 primary and secondary school teachers from 30 provinces or municipalities of China, this study examined the effects of school organizational conditions on teacher stress in China, with a particular focus on the mediating role of psychological resilience as an important psychological condition and moderating role of perceived COVID-19 crisis strength. The results demonstrated that school organizational conditions had significant and negative effects on teacher stress. Psychological resilience significantly mediated the effects of both school organizational conditions and teacher stress. Perceived COVID-19 crisis strength, as a significant moderator, negatively correlates school organizational conditions and psychological resilience and positively correlates teacher stress. Implications have been provided accordingly.

【 授权许可】

CC BY