School of Teacher Education, Huzhou University, Huzhou 313000, China.
Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC V6T 1Z4, Canada.
Int J Environ Res Public Health. 2022 Jun 10;19(12):7129. doi: 10.3390/ijerph19127129.
Preschool teachers' job burnout has many adverse effects on their career development; although some studies have examined the influencing factors of teachers' burnout, less were explored from the perspective of individual factors. This study aimed to examine the relationship between mindfulness and job burnout of preschool teachers, and the mediating effects of emotional intelligence and coping style. A total of 394 preschool teachers in China filled in questionnaires measuring mindfulness, emotional intelligence, coping style, and job burnout. The findings suggested that: (1) mindfulness was negatively related to job burnout; (2) emotional intelligence and negative coping style played independent mediating effects between mindfulness and job burnout; and (3) emotional intelligence and positive coping style played a chain mediating effect between mindfulness and job burnout. The results revealed the mechanism of mindfulness on preschool teachers' job burnout, which is of great significance for the psychological intervention of preschool teachers in the future.
幼儿教师职业倦怠对其职业发展有诸多不良影响；尽管已有研究考察了教师职业倦怠的影响因素，但从个体因素角度进行的探讨较少。本研究旨在考察幼儿教师正念与职业倦怠的关系，以及情绪智力和应对方式的中介作用。共有 394 名中国幼儿教师填写了问卷，问卷内容包括正念、情绪智力、应对方式和职业倦怠。研究结果表明：（1）正念与职业倦怠呈负相关；（2）情绪智力和消极应对方式在正念与职业倦怠之间具有独立的中介作用；（3）情绪智力和积极应对方式在正念与职业倦怠之间具有链式中介作用。研究结果揭示了正念对幼儿教师职业倦怠的作用机制，这对于未来对幼儿教师进行心理干预具有重要意义。
