Jeon Hyun-Joo, Kwon Kyong-Ah, McCartney Christina, Diamond Lindsay
Human Development, Family Science, & Counseling, College of Education & Human Development, University of Nevada, Reno, USA, 1664 N. Virginia St., Reno, NV.
Department of Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma, Tulsa, OK, USA.
Child Youth Serv Rev. 2024 Nov;166. doi: 10.1016/j.childyouth.2024.107915. Epub 2024 Sep 12.
The current study examines the relationships between teachers' job-demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: = 143) and early childhood special education (ECSE: = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job-demands, resources, perceived stress, job burnout, and depressive symptoms. Both ECE and ECSE teachers' job-related stressors were positively related to their perceived stress, and their job commitment was negatively associated with job burnout. However, there were some differences in the correlates of job burnout between ECE and ECSE teachers. For ECE teachers, the number of children with disabilities and their teaching efficacy predicted their job burnout, whereas with ECSE teachers, job-related stressors and the supportiveness of school climate (or the lack thereof) were indirectly related to their job burnout through their perceived stress. The current study suggests that providing professional development for these teachers and enhancing a school's supportive climate will promote the well-being of both ECE and ECSE teachers.
本研究通过对美国西部一个州的幼儿教育（ECE：n = 143）和幼儿特殊教育（ECSE：n = 121）教师进行在线调查，考察了教师的工作需求与资源、感知压力、职业倦怠和抑郁症状之间的关系。结果显示，ECE教师和ECSE教师在工作需求、资源、感知压力、职业倦怠和抑郁症状水平上没有差异。ECE教师和ECSE教师与工作相关的压力源均与他们的感知压力呈正相关，而他们的工作投入与职业倦怠呈负相关。然而，ECE教师和ECSE教师在职业倦怠的相关因素方面存在一些差异。对于ECE教师而言，残疾儿童的数量及其教学效能可预测其职业倦怠，而对于ECSE教师来说，与工作相关的压力源以及学校氛围的支持性（或缺乏支持性）通过他们的感知压力与职业倦怠存在间接关联。本研究表明，为这些教师提供专业发展并改善学校的支持性氛围将促进ECE教师和ECSE教师的幸福感。
