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Testing a holistic conceptual framework for early childhood teacher well-being
Journal of School Psychology ( IF 6.033 ) Pub Date : 2021-05-13 , DOI: 10.1016/j.jsp.2021.03.006
Kyong-Ah Kwon 1 , Timothy G Ford 1 , Lieny Jeon 2 , Adrien Malek-Lasater 1 , Natalie Ellis 3 , Ken Randall 4 , Mia Kile 3 , Alicia L Salvatore 5
Affiliation  

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings. First, we investigated direct associations of job demands and resources with teachers' professional well-being. Second, we tested two models of potential mediation for the relationship of job demands and resources to well-being using structural equation modeling techniques: (a) that psychological and physical well-being mediate the relationship between demands, resources, and professional well-being; and (b) that professional well-being mediates the relationship between demands, resources, and psychological and physical well-being. Although our sample of early childhood teachers (n = 262) reported high levels of professional well-being (i.e., work commitment, self-efficacy), a substantial number of them experienced challenges in both psychological (e.g., perceived stress, depressive symptoms) and physical (e.g., ergonomic pain) well-being. As expected, teachers' work-related stressors and work resources (positive work climate, quality of the physical environment) were directly associated with teachers' professional well-being. Contrary to our expectations, however, instrumental resources (i.e, wages, health insurance) did not predict any aspects of teachers' professional well-being. Our data only supported the first of the two tested mediation hypotheses (i.e., that psychological and physical well-being mediated the associations between working conditions and professional well-being), but with one caveat: physical well-being preceded psychological well-being in mediating the associations. These results advance our understanding of the challenges present in the early childhood workforce and have implications for policies and programs to improve teacher working conditions and well-being.



中文翻译:

测试幼儿教师福利的整体概念框架

我们的跨学科研究将教师幸福感的整体概念与工作需求和资源 (JD-R) 框架相结合,检查了各种工作需求和资源与教师整体幸福感(即专业、心理和身体健康)之间的关联。福祉)在早期护理和教育环境中。首先,我们调查了工作需求和资源与教师职业幸福感的直接关联。其次,我们使用结构方程建模技术测试了工作需求和资源与幸福感之间关系的两种潜在中介模型:(a) 心理和身体幸福感调节需求、资源和职业幸福感之间的关系; (b) 职业幸福感在需求、资源、以及心理和身体健康。虽然我们的幼儿教师样本(n = 262) 报告了高水平的职业幸福感(即工作承诺、自我效能感),其中相当多的人在心理(如感知压力、抑郁症状)和身体(如人体工程学疼痛)方面都遇到了挑战-存在。正如预期的那样,教师与工作相关的压力源和工作资源(积极的工作氛围、物理环境的质量)与教师的职业幸福感直接相关。然而,与我们的预期相反,工具性资源(即工资、健康保险)并不能预测教师职业幸福感的任何方面。我们的数据仅支持两个测试中介假设中的第一个(即心理和身体健康调节工作条件和职业幸福感之间的关联),但有一个警告:在中介这些关联时,身体健康先于心理健康。这些结果增进了我们对幼儿劳动力面临的挑战的理解,并对改善教师工作条件和福祉的政策和计划产生了影响。

更新日期:2021-05-13
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