Yang Ying, Lu Xiaozhou, Ban Yongfei, Sun Ji
School of Educational Sciences, Anshun University, Anshun, China.
Front Psychol. 2022 Mar 14;13:809272. doi: 10.3389/fpsyg.2022.809272. eCollection 2022.
This study explored the relationship between social support and job satisfaction in kindergarten teachers, and the mediating role of coping styles in this relationship. A sample of 617 kindergarten teachers ( = 25.13 years, = 5.66 years) from kindergartens in mainland China completed questionnaires measuring social support, job satisfaction, and coping style. The results showed that social support was positively related to job satisfaction and positive coping style was positively associated with social support and job satisfaction. Furthermore, the results revealed that positive coping style, but not negative coping style, had a mediating effect on the relationship between kindergarten teachers' social support and job satisfaction. This study provides initial evidence that coping style mediates the link between social support and job satisfaction in kindergarten teachers, and suggests that increasing social support and encouraging positive coping style could improve kindergarten teachers' job satisfaction.
本研究探讨了幼儿园教师社会支持与工作满意度之间的关系，以及应对方式在这种关系中的中介作用。来自中国大陆幼儿园的617名幼儿园教师（平均年龄 = 25.13岁，标准差 = 5.66岁）完成了测量社会支持、工作满意度和应对方式的问卷。结果表明，社会支持与工作满意度呈正相关，积极应对方式与社会支持和工作满意度呈正相关。此外，结果还显示，积极应对方式而非消极应对方式在幼儿园教师社会支持与工作满意度之间的关系中起中介作用。本研究提供了初步证据，表明应对方式在幼儿园教师社会支持与工作满意度之间起中介作用，并表明增加社会支持和鼓励积极应对方式可以提高幼儿园教师的工作满意度。
