ABSTRACT Research Findings: This study examined the job demands and job resources of a sample of 273 early childhood teachers in Colorado. The study explored the relationships among their job demands and resources, occupational burnout, and turnover intentions using a two-level mediated model. Study findings suggest that teachers’ emotional exhaustion and depersonalization from the work is a function of lack of job control, lack of collegial relationships within the program, and children’s behaviors that they perceived to be challenging. However, teachers also reported being more fulfilled with their work when they worked in programs in which there was a shared vision and that allowed for greater job control. Additionally, teachers who earned lower wages, held a postsecondary degree, reported greater emotional exhaustion, and who expressed less of a shared vision with their organization were more likely to indicate intentions to leave their job. Higher levels of collegiality were indirectly related to lower turnover intentions via lower levels of emotional exhaustion among teachers. Policy or Practice: Study findings can be used to inform leadership development, teacher professional development, and workforce compensation policy to foster greater organizational health, to improve teacher well-being, and to promote teacher retention.

中文翻译：

---

当满足感不够时：从工作需求和资源的角度看幼儿教师职业倦怠和离职意向

摘要研究结果：本研究调查了科罗拉多州 273 名幼儿教师样本的工作需求和工作资源。该研究使用两级中介模型探讨了他们的工作需求和资源、职业倦怠和离职意向之间的关系。研究结果表明，教师在工作中的情绪衰竭和人格解体是由于缺乏工作控制、项目内缺乏大学关系以及他们认为具有挑战性的儿童行为所致。然而，教师们也报告说，当他们在有共同愿景并允许更好地控制工作的项目中工作时，他们对自己的工作更加满意。此外，工资较低、拥有大专学历的教师报告称，情绪耗竭程度更高，那些与组织表达较少共同愿景的人更有可能表示打算离职。通过较低水平的教师情绪耗竭，较高水平的同事与较低的离职意向间接相关。政策或实践：研究结果可用于为领导力发展、教师专业发展和劳动力薪酬政策提供信息，以促进更好的组织健康、改善教师福祉并促进教师留任。