Influence of Early Childhood Teachers’ Occupational Stress on Their Resignation Intention in Guangzhou, China: The Mediating Role of Mental Health
คำสำคัญ:
Early Childhood Teachers, Occupational Stress, Resignation Intention, Mental Healthบทคัดย่อ
The purposes of this study were to analyze the relationship between occupational stress and the resignation intention of early childhood teachers and to explore the mediating role of mental health in the occupational stress and resignation intention of early childhood teachers. The population of this study was 300 early childhood teachers in Guangzhou City, China. A stratified random sampling method was used to select one public kindergarten, one private kindergarten, and one international kindergarten from each of the 11 districts in Guangzhou City, and 10 teachers from each kindergarten. The occupational stress questionnaire, SCL-90 scale and resignation intention scale were used as the research instruments. The researcher used SPSS for Pearson correlation coefficient analysis, and mediation model analysis on questionnaire data.
The results of the study showed that 1) occupational stress negatively impacted teachers’ mental health, 2) occupational stress significantly positively impacted teachers’ resignation intention, 3) teachers’ mental health negatively impacted teachers’ resignation intention, and 4) there was a mediating effect of mental health on the relationship between occupational stress and resignation intention.
Downloads
เอกสารอ้างอิง
Âkerstedt, T. (2006). Psychosocial stress and impaired sleep. Scandinavian Journal of Work, Environment & Health, 32(6), 493-501.
Alatan, B, & Liu X. (2014). Development and analysis of early childhood teachers’ occupational stress questionnaire and current situation.PreschoolEducation Research, (2), 21-26.
Bassok, D., Markowitz, A. J., Bellows, L., & Sadowski, K. (2021). New evidence on teacher turnover in early childhood. Educational Evaluation and Policy Analysis, 43(1), 172-180.
Bartels, S., Ögren, M., Kim, J. L., Fredriksson, S., & Persson Waye, K. (2021). The impact of nocturnal road traffic noise, bedroom window orientation, and work-related stress on subjective sleep quality: results of a cross-sectional study among working women. International archives of occupational and environmental health, 94(7), 1523-1536.
Bergström, M., Fransson, E., Fabian, H., Hjern, A., Sarkadi, A., & Salari, R. (2018). Preschool children living in joint physical custody arrangements show less psychological symptoms than those living mostly or only with one parent. Acta Paediatrica, 107(2), 294-300.
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
Brown, M., Ralph, S. and Brember, I. (2002). Changed-linked work-related stress in British teachers. Research in Education, 67, 1-12.
Burns, R. A., & Machin, M. A. (2013). Psychological wellbeing and the diathesis-stress hypothesis model: The role of psychological functioning and quality of relations in promoting subjective well-being in a life events study. Personality and Individual Differences, 54(3), 321-326.
Cao, R. (2012). A study on the current situation of occupational stress among Changchun early childhood teachers. Master’s thesis, Northeast Normal University.
Čecho, R., Švihrová, V., Čecho, D., Novák, M., & Hudečková, H. (2019). Exposure to mental load and psychosocial risks in early childhood teachers. Slovenian Journal of Public Health, 58(3), 120-128.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034-1048.
Darius, S., Hohmann, C. B., Siegel, L., & Böckelmann, I. (2021). Relationship between Burnout Risk and Individual Stress Processing Strategies in early childhood teachers. Psychotherapie, Psychosomatik, medizinische Psychologie, 71(6), 230-236.
Derogatis, L. R., Rickels, K., & Rock, A. F. (1976). The SCL-90 and the MMPI: A step in the validation of a new self-report scale. The British Journal of Psychiatry, 128(3), 280-289.
Fan, H.Y. (2016). The relationship between the sense of pay-reward imbalance and early childhood teachers’ burnout: The mediating role of positive mental health. In Proceedings of the 19th National Psychology Academic Conference Abstracts.
Green, R., Malcolm, S., Greenwood, K., Small, M., & Murphy, G. (2001). A survey of the health of Victorian primary school principals. International Journal of Educational Management, 15(1), 23-30.
Henry, A. J., Hatfield, B. E., & Chandler, K. D. (2021). Toddler teacher job strain, resources, and classroom quality. International Journal of Early Years Education, 2, 1-15.
Hong, X., Liu, Q., & Zhang, M. (2021). Dual Stressors and Female Pre-school Teachers’ Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict. Frontiers in Psychology, 12, 2175.
Huang, H., Liu, Y., & Su, Y. (2020). What is the relationship between empathy and mental health in early childhood teachers: The role of teaching experience. Frontiers in Psychology, 11, 1366.
Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, 21-32.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183-197.
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
Kwon, K. A., Ford, T. G., Jeon, L., Malek-Lasater, A., Ellis, N., Randall, K., ... & Salvatore, A. L. (2021). Testing a holistic conceptual framework for early childhood teacher well-being. Journal of School Psychology, 86, 178-197.
Lambert, R., Boyle, L., Fitchett, P., & McCarthy, C. (2019). Risk for occupational stress among US early childhood teachers. Journal of Applied Developmental Psychology, 61, 13-20.
Lamers, F., van Oppen, P., Comijs, H. C., Smit, J. H., Spinhoven, P., van Balkom, A. J., & Penninx, B. W. (2011). Comorbidity Patterns of Anxiety and Depressive Disorders in a Large Cohort Study: the Netherlands Study of Depression and Anxiety (NESDA). J Clin Psychiatry, 72(3), 341-348.
Lee, M. H., Hwang, Y. K., & Lee, C. S. (2021). The Effect of Job Stress, Emotional Commitment, and Job Satisfaction on Child-care Center Teachers’ Turnover Intention: The Moderated Mediation Effect of Grit. European Journal of Molecular & Clinical Medicine, 8(2), 1570-1584.
Li, Q. (2014). Study on the relationship between psychological contract, job burnout and turnover tendency of newly employed college students. Master’s thesis, Jilin University.
Li, Y. X, Gao, D. D, & Shen, J. L. (2007). The relationship between teacher burnout and self-esteem, psychological well-being, and turnover tendencies. Psychological Development and Education, 23(4), 83-87.
Liu, H., Luo, L., & Tang, W. (2021). early childhood teachers’ experiences of stress under a high-stake inspection regime: An exploration in the Chinese context. International Journal of Educational Research, 109, 101850.
Linton, S. J., Kecklund, G., Franklin, K. A., Leissner, L. C., Sivertsen, B., Lindberg, E., & Hall, C. (2015). The effect of the work environment on future sleep disturbances: a systematic review. Sleep medicine reviews, 23, 10-19.
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023. National Center for Education Evaluation and Regional Assistance.
Lopes, J. L., & Oliveira, C. R. (2021). Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy. Education Sciences, 11(4), 169.
McCormick, K. I., McMullen, M. B., & Lee, M. S. (2022). Early Childhood Professional Well-being as a Predictor of the Risk of Turnover in Early Head Start & Head Start Settings. Early Education and Development, 33(4), 567-588.
McGinty, A. S., Justice, L., & Rimm-Kaufman, S. E. (2008). Sense of school community for early childhood teachers serving at-risk children. Early Education and Development, 19(2), 361-384.
Nehez, J., Blossing, U., Gyllander Torkildsen, L., Lander, R., & Olin, A. (2022). Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation. Journal of Educational Change, 23(3), 315-341.
Neuenschwander, R., Friedman-Krauss, A., Raver, C., & Blair, C. (2017). Teacher stress predicts child executive function: Moderation by school poverty. Early Education and Development, 28(7), 880-900.
Pang, L. J., Hong, X. M., & Jiang, Y. (2003). Teachers’ mental health: Concerns and promotion. Educational Theory and Practice, 23(5), 61-64.
Paschall, K. W., Gonzalez, H., Mortensen, J. A., Barnett, M. A., & Mastergeorge, A. M. (2015). Children’s negative emotionality moderates influence of parenting styles on preschool classroom adjustment. Journal of Applied Developmental Psychology, 39, 1-13.
Puskás, T., & Andersson, A. (2021). early childhood teachers as keepers of traditions and agents of change. Early Years, 41(2-3), 190-201.
Randall, K., Ford, T. G., Kwon, K. A., Sisson, S. S., Bice, M. R., Dinkel, D., & Tsotsoros, J. (2021). Physical activity, physical well-being, and psychological well-being: Associations with life satisfaction during the COVID-19 pandemic among early childhood educators. International journal of environmental research and public health, 18(18), 9430.
Rodenburg-Vandenbussche, S., Carlier, I., van Vliet, I., van Hemert, A., Stiggelbout, A., & Zitman, F. (2020). Patients’ and clinicians’ perspectives on shared decision-making regarding treatment decisions for depression, anxiety disorders, and obsessive-compulsive disorder in specialized psychiatric care. Journal of evaluation in clinical practice, 26(2), 645-658.
Santamaría, M. D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health (Cambridge, England), 8, e14-e14.
Schaack, D. D., Donovan, C. V., Adejumo, T., & Ortega, M. (2022). To Stay or to Leave: Factors Shaping Early Childhood Teachers’ Turnover and Retention Decisions. Journal of Research in Childhood Education, 36(2), 327-345.
Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). SEL and preservice teacher education. Handbook of social and emotional learning: Research and practice, 4, 406-421.
Schonfeld, I. S., & Bianchi, R. (2016). Burnout and depression: two entities or one?. Journal of clinical psychology, 72(1), 22-37.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611.
Song, H. (2015). Research on the mental health of rural early childhood teachers. Doctoral dissertation, Wuhan: Huazhong Normal University.
Stauffer, S. D., & Mason, E. C. (2013). Addressing elementary school teachers’ professional stressors: Practical suggestions for schools and administrators. Educational Administration Quarterly, 49(5), 809-837.
Steptoe, A., & Kivimäki, M. (2013). Stress and cardiovascular disease: an update on current knowledge. Annual review of public health, 34, 337-354.
Sönmez, S., & Betül Kolaşınlı, I. (2021). The effect of early childhood teachers’ stress states on classroom climate. Education, 49(2), 190-202.
Thomason, A. C., & La Paro, K. M. (2013). Teachers’ commitment to the field and teacher–child interactions in center-based child care for toddlers and three-year-olds. Early Childhood Education Journal, 41(3), 227-234.
Troman, G., & Woods, P. (2001). Primary teachers’ stress. Psychology Press.
Wang, J. L., Gan, S. W., Qiu, Z. Y., Huang, S. L., & Zhang, Y. (2017). A study of teachers’ professional belongingness in rural elementary school in northern Guangdong. Journal of Shaoguan College, 38(10), 104-108.
Wang, F. L., & Xing, S. Y. (2002). Some thoughts on maintaining the psychological health of early childhood teachers. Research in Basic Education, (1), 82-83.
Wang, H. B., Chen, H. Y., & Sang, Q. S. (2013). A cross-sectional historical comparison of changes in early childhood teachers’ mental health. Preschool Education Research, (5), 42-48.
Wang, P., Cao, R., & Qin, J. (2015). Sources of occupational stress and coping strategies of early childhood teachers. Preschool Education Research, (04), 58-63.
Weisberg, J., & Sagie, A. (1999). Teachers’ physical, mental, and emotional burnout: Impact on intention to quit. The journal of psychology, 133(3), 333-339.
Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher-children relationships in Head Start. Early Childhood Research Quarterly, 30, 57-69.
Xiong, F. Q. (2019). A study on the relationship between occupational health, job stress and turnover tendency of Internet employees. Master’s thesis. Capital University of Economics and Business.
Xu, X. H. (2017). A comparative and empirical study of three surveys on teachers’ occupational stress. Shanghai Educational Research, (8), 65-69.
Yaginuma-Sakurai, K., Tsuno, K., Yoshimasu, K., Maeda, T., Sano, H., Goto, M., & Nakai, K. (2020). Psychological distress and associated factors among Japanese nursery school and early childhood teachers: a cross-sectional study. Industrial health, 58(6), 530-538.
Yu, X. X, & Li, P. (2003). A survey on the mental health status of early childhood teachers in Guangxi. Journal of Health Psychology, 11(2), 136-138.
ดาวน์โหลด
เผยแพร่แล้ว
รูปแบบการอ้างอิง
ฉบับ
ประเภทบทความ
สัญญาอนุญาต
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความนี้ได้รับการเผยแพร่ภายใต้สัญญาอนุญาต Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ซึ่งอนุญาตให้ผู้อื่นสามารถแชร์บทความได้โดยให้เครดิตผู้เขียนและห้ามนำไปใช้เพื่อการค้าหรือดัดแปลง หากต้องการใช้งานซ้ำในลักษณะอื่น ๆ หรือการเผยแพร่ซ้ำ จำเป็นต้องได้รับอนุญาตจากวารสาร
