Chen Shujuan, Luo Yun, Mai Zheyuan, Chen Xiaojing, Shen Taoyu
School of Education, Zhaoqing University, Zhaoqing, China.
Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong SAR, China.
Front Psychol. 2022 Sep 27;13:1011855. doi: 10.3389/fpsyg.2022.1011855. eCollection 2022.
Kindergarten teachers' professional commitment affects their emotional input and turnover intention, and it is affected by the spiritual and material factors of teachers' families, kindergartens, and society. Therefore, this study aimed to investigate the mediating effect of the dimensions of subjective well-being in the relationship between social support and professional commitment. The study is grounded in human ecology theory and social exchange theory. We surveyed 778 kindergarten teachers from different educational systems in Guangdong Province in China. We used the "Appreciative Social Support" and "Subjective Well-being" Scales and the "Professional Commitment Questionnaire." The results showed that the four variables of social support, positive affect, life satisfaction, and professional commitment of kindergarten teachers were significantly and positively correlated with each other: social support positively predicted positive affect and life satisfaction, positive affect and life satisfaction positively predicted professional commitment, and social support indirectly influenced professional commitment through the parallel and chain path of positive affect and life satisfaction. This represents a compound multiple mediating effects on professional commitment.
幼儿园教师的职业承诺影响其情感投入和离职意愿，且受到教师家庭、幼儿园和社会的精神与物质因素影响。因此，本研究旨在探讨主观幸福感各维度在社会支持与职业承诺关系中的中介作用。本研究基于人类生态学理论和社会交换理论。我们对中国广东省不同教育体系的778名幼儿园教师进行了调查。我们使用了“感恩社会支持”量表、“主观幸福感”量表和“职业承诺问卷”。结果表明，幼儿园教师的社会支持、积极情感、生活满意度和职业承诺这四个变量之间存在显著正相关：社会支持正向预测积极情感和生活满意度，积极情感和生活满意度正向预测职业承诺，且社会支持通过积极情感和生活满意度的平行和链式路径间接影响职业承诺。这体现了对职业承诺的复合多重中介效应。
