The impact of job-related stress on township teachers’ professional well-being: A moderated mediation analysis
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 re...
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| Published in | Frontiers in psychology Vol. 13; p. 1000441 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
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Frontiers Media S.A
19.10.2022
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| Abstract | 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. |
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| AbstractList | 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.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. 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. |
| Author | Liang, Hongmei Sun, Yueyang Wang, Weichen Wang, Haiying |
| AuthorAffiliation | 2 School of Psychology, Northeast Normal University , Changchun , China 1 Faculty of Education, Northeast Normal University , Changchun , China |
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| CitedBy_id | crossref_primary_10_1016_j_heliyon_2023_e20369 crossref_primary_10_1177_2212585X241253918 crossref_primary_10_1002_nop2_70037 crossref_primary_10_3390_bs14070532 crossref_primary_10_32604_ijmhp_2023_030315 |
| Cites_doi | 10.16215/j.cnki.cn44-1371/g4.2020.08.005 10.1108/EBHRM-02-2021-0025 10.13342/j.cnki.cjhp.2016.08.012 10.1080/10409289.2020.1785265 10.2224/sbp.8409 10.13445/j.cnki.t.e.r.2013.01.007 10.1006/jvbe.2000.1774 10.1108/09596111111101661 10.1080/14330237.2021.2002034 10.1007/s12144-019-00565-7 10.3389/fpsyg.2021.755592 10.1093/APPLIN/AMV034 10.1111/jasp.12122 10.16187/j.cnki.issn1001-4918.2014.04.028 10.1177/0022487103260067 10.13342/j.cnki.cjhp.2021.09.019 10.14082/j.cnki.1673-1298.2020.04.011 10.1111/j.2044-8279.1995.tb01130.x 10.2105/ajph.2008.143446 10.1037/0021-9010.86.3.499 10.1080/14330237.2014.903069 10.16128/j.cnki.1005-3611.2015.02.032 10.1108/02683940710733115 10.1016/S1479-3555(03)03007-5 10.3390/ijerph18147308 10.1037/0033-2909.134.2.311 10.1108/IJEM-12-2014-0162 10.1111/1464-0597.00062 10.1177/0018726715584689 10.1177/0149206315575554 10.3233/WOR-182843 10.1108/EJTD-10-2020-0145 10.1177/0149206313475815 10.1080/2331186X.2021.1892943 10.16128/j.cnki.1005-3611.2020.06.041 10.1007/s10775-022-09534-2 |
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| Copyright | Copyright © 2022 Liang, Wang, Sun and Wang. Copyright © 2022 Liang, Wang, Sun and Wang. 2022 Liang, Wang, Sun and Wang |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology Reviewed by: Wangqian Fu, Beijing Normal University, China; Yan Dong, Renmin University of China, China Edited by: Anandha Gopalan, Imperial College London, United Kingdom These authors have contributed equally to this work and share first authorship |
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| Snippet | 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 aimed to explore the relationship between job-related stress and township teachers' professional well-being. Based on Job Demand-Resource Model,... |
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| SubjectTerms | job-related stress perceived organizational support Psychology teachers’ professional identity teachers’ professional well-being township teachers |
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| Title | The impact of job-related stress on township teachers’ professional well-being: A moderated mediation analysis |
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