Nong Liying, Wu Yu-Feng, Ye Jian-Hong, Liao Chen, Wei Changwu
School of Education and Music, Hezhou University, Hezhou, China.
Office of Physical Education, Ming Chi University of Technology, New Taipei City, Taiwan.
Front Psychol. 2022 Jul 22;13:912275. doi: 10.3389/fpsyg.2022.912275. eCollection 2022.
The preschool education profession often faces many challenges and preschool teachers, as important members of the preschool education profession must respond to a variety of emergencies with young children, which also leads to high levels of job stress and can have a negative impact on their ongoing well-being. Past research has pointed out that a healthy lifestyle is one of the key factors in enhancing sustainable well-being in high-stress work situations and many studies have found that good leisure activity engagement as a healthy lifestyle is associated with higher levels of well-being. However, the relationship between preschool teachers' leisure engagement and sustainable well-being has been less explored. Therefore, this study proposed seven research hypotheses based on the engagement theory proposed by Fredricks et al. (2004) and developed a research model to explore the relationship between three types of leisure engagement, including behavioral, affective and cognitive, and preschool teachers' job stress and sustainable well-being, using age as a control variable. This study used a cross-sectional web-based questionnaire with a convenience sample of 500 preschool teachers in China. The collected data were analyzed for reliability and validity, model fit testing and structural equation modeling for model validation after removing invalid data and incomplete responses. The results of the study showed that (a) behavioral engagement was not related with either the job stress or sustainable well-being of preschool teachers; (b) Emotional and cognitive engagement were negatively related to job stress but positively related to the sustainable well-being of preschool teachers; and (c) Job stress was negatively related to the sustainable well-being of preschool teachers; (d) Age is an effective control variable. From the above results, it is clear that not all three types of leisure engagement are effective in terms of reducing the work stress of preschool teachers. As well as being related to the sustainable well-being of preschool teachers emotional and cognitive engagement contributed more to sustainable well-being acquisition.
学前教育行业经常面临诸多挑战，而幼儿教师作为学前教育行业的重要成员，必须应对与幼儿相关的各种突发情况，这也导致了高水平的工作压力，并可能对他们的持续幸福感产生负面影响。过去的研究指出，健康的生活方式是在高压力工作环境中增强可持续幸福感的关键因素之一，许多研究发现，良好的休闲活动参与作为一种健康的生活方式与更高水平的幸福感相关。然而，幼儿教师的休闲参与与可持续幸福感之间的关系较少被探讨。因此，本研究基于弗雷德里克斯等人（2004年）提出的参与理论提出了七个研究假设，并开发了一个研究模型，以年龄作为控制变量，探讨行为、情感和认知三种休闲参与类型与幼儿教师的工作压力和可持续幸福感之间的关系。本研究采用基于网络的横断面问卷调查，对中国500名幼儿教师进行了便利抽样。在去除无效数据和不完整回答后，对收集到的数据进行可靠性和有效性分析、模型拟合检验以及结构方程建模以验证模型。研究结果表明：（a）行为参与与幼儿教师的工作压力或可持续幸福感均无关；（b）情感和认知参与与工作压力呈负相关，但与幼儿教师的可持续幸福感呈正相关；（c）工作压力与幼儿教师的可持续幸福感呈负相关；（d）年龄是一个有效的控制变量。从上述结果可以明显看出，并非所有三种休闲参与类型在减轻幼儿教师的工作压力方面都是有效的。情感和认知参与不仅与幼儿教师的可持续幸福感相关，而且对获得可持续幸福感的贡献更大。
