School of Education, Huizhou University, Huizhou 516000, China.
College of Education, Zhejiang University, Hangzhou 310000, China.
Int J Environ Res Public Health. 2022 Nov 3;19(21):14427. doi: 10.3390/ijerph192114427.
Job burnout has become a widespread phenomenon in school settings. However, little is known about the mental health condition of the growing cohort of generalist teachers in rural primary schools. Drawing on the job demands-resource model and social exchange theory, this study examines the correlation between job burnout and job satisfaction through perceived organizational support and work engagement.
We recruited 639 Chinese generalist teachers in rural primary schools as the study subjects and developed a serial mediation model to assess the hypothesized construct. The data acquired online via Wenjuanxing Software were confirmed as valid and analyzed with SPSS and SmartPLS.
The participants scored above the median in perceived organizational support, work engagement, and job satisfaction, and had scores close to the median for job burnout. Statistically significant differences among the investigated variables were found in gender, age, experience, and degree. Job burnout was negatively predictive of perceived organizational support, work engagement, and job satisfaction (each = 0.000). Perceived organizational support mediated the association between job burnout and work engagement ( = 0.000) and the connection between job burnout and job satisfaction ( = 0.000), while work engagement mediated the association between job burnout and job satisfaction ( = 0.000) and the association between perceived organizational support and job satisfaction ( = 0.000).
Perceived organizational support and work engagement as two sequential mediators buffered the detrimental impact of job burnout on job satisfaction among Chinese generalist teachers in rural primary schools. Targeted strategies should be implemented to diminish generalist teachers' feelings of burnout, being unsupported by organizations, disengagement at work, and dissatisfaction with the job.
职业倦怠已成为学校环境中的普遍现象。然而，对于农村小学日益增多的通识教师的心理健康状况，人们知之甚少。本研究借鉴工作要求-资源模型和社会交换理论，通过感知组织支持和工作投入来考察职业倦怠与工作满意度之间的相关性。
我们招募了 639 名中国农村小学的通识教师作为研究对象，并开发了一个串联中介模型来评估假设的结构。通过问卷星软件在线获得的数据被确认为有效，并使用 SPSS 和 SmartPLS 进行分析。
参与者在感知组织支持、工作投入和工作满意度方面的得分均高于中位数，而在职业倦怠方面的得分接近中位数。在性别、年龄、经验和学历方面，调查变量存在显著差异。职业倦怠与感知组织支持、工作投入和工作满意度呈显著负相关（每个 = 0.000）。感知组织支持在职业倦怠与工作投入（ = 0.000）和职业倦怠与工作满意度（ = 0.000）之间起中介作用，而工作投入在职业倦怠与工作满意度（ = 0.000）和感知组织支持与工作满意度（ = 0.000）之间起中介作用。
感知组织支持和工作投入作为两个连续的中介因素，缓冲了职业倦怠对中国农村小学通识教师工作满意度的不利影响。应实施有针对性的策略，减少通识教师的倦怠感、组织支持不足、工作投入不足和对工作的不满。
