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

Frontiers in Psychology

article

Hongmei Liang¹  Weichen Wang²  Yueyang Sun²  Haiying Wang² 

[1] Faculty of Education, Northeast Normal University;School of Psychology, Northeast Normal University

关键词: Township Teachers;    Teachers' Professional Well-Being;    Job-related stress;    Teachers' professional identity;    perceived organizational support;   

DOI  :  10.3389/fpsyg.2022.1000441

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY