Cargando…

The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance

PURPOSE: Teaching is a tough and stressful profession. Teachers’ pressure and job burnout have become a common and serious problem, which makes teachers’ subjective well-being feel a serious impact. The kindergarten environment is challenging and unique. The educational objects faced by kindergarten...

Descripción completa

Detalles Bibliográficos
Autores principales: Pan, Baocheng, Wu, Hongyu, Zhang, Xianhua
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9529014/
https://www.ncbi.nlm.nih.gov/pubmed/36199972
http://dx.doi.org/10.2147/PRBM.S381976
_version_ 1784801413060100096
author Pan, Baocheng
Wu, Hongyu
Zhang, Xianhua
author_facet Pan, Baocheng
Wu, Hongyu
Zhang, Xianhua
author_sort Pan, Baocheng
collection PubMed
description PURPOSE: Teaching is a tough and stressful profession. Teachers’ pressure and job burnout have become a common and serious problem, which makes teachers’ subjective well-being feel a serious impact. The kindergarten environment is challenging and unique. The educational objects faced by kindergarten teachers are usually immature, which brings challenges to the teaching of kindergarten teachers. At the same time, in China, kindergarten teachers also need to undertake daily administrative management and other tasks. Therefore, focusing on the subjective well-being of kindergarten teachers in developing countries during the stage of the COVID-19 pandemic has important implications for promoting teacher well-being globally. PATIENTS AND METHODS: The study included 321 kindergarten teachers from 13 kindergartens in Jinan, Shandong Province, China. A cross-sectional study design was used with a cluster random sampling technique. For the present study, Five-Factor Mindfulness Questionnaire, Emotional Intelligence Scale, Work–Family Balance Scale and Subjective Well-being Scale were utilized. RESULTS: Findings of the study show that trait mindfulness can directly predict subjective well-being. Emotional intelligence played a mediating role in the relationship between trait mindfulness and subjective well-being. Work–family balance played a mediating role between trait mindfulness and subjective well-being. Emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being. CONCLUSION: This study explores the influence mechanism of trait mindfulness on kindergarten teachers’ subjective well-being from the perspective of metacognition. An important conclusion of this study is that emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being. We believe the findings of this study have important implications for enriching existing theory and educational practice. This finding has important implications for improving the subjective well-being of kindergarten teachers in developing countries, especially in the context of the current severe impact of the COVID-19 pandemic on education systems.
format Online
Article
Text
id pubmed-9529014
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Dove
record_format MEDLINE/PubMed
spelling pubmed-95290142022-10-04 The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance Pan, Baocheng Wu, Hongyu Zhang, Xianhua Psychol Res Behav Manag Original Research PURPOSE: Teaching is a tough and stressful profession. Teachers’ pressure and job burnout have become a common and serious problem, which makes teachers’ subjective well-being feel a serious impact. The kindergarten environment is challenging and unique. The educational objects faced by kindergarten teachers are usually immature, which brings challenges to the teaching of kindergarten teachers. At the same time, in China, kindergarten teachers also need to undertake daily administrative management and other tasks. Therefore, focusing on the subjective well-being of kindergarten teachers in developing countries during the stage of the COVID-19 pandemic has important implications for promoting teacher well-being globally. PATIENTS AND METHODS: The study included 321 kindergarten teachers from 13 kindergartens in Jinan, Shandong Province, China. A cross-sectional study design was used with a cluster random sampling technique. For the present study, Five-Factor Mindfulness Questionnaire, Emotional Intelligence Scale, Work–Family Balance Scale and Subjective Well-being Scale were utilized. RESULTS: Findings of the study show that trait mindfulness can directly predict subjective well-being. Emotional intelligence played a mediating role in the relationship between trait mindfulness and subjective well-being. Work–family balance played a mediating role between trait mindfulness and subjective well-being. Emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being. CONCLUSION: This study explores the influence mechanism of trait mindfulness on kindergarten teachers’ subjective well-being from the perspective of metacognition. An important conclusion of this study is that emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being. We believe the findings of this study have important implications for enriching existing theory and educational practice. This finding has important implications for improving the subjective well-being of kindergarten teachers in developing countries, especially in the context of the current severe impact of the COVID-19 pandemic on education systems. Dove 2022-09-29 /pmc/articles/PMC9529014/ /pubmed/36199972 http://dx.doi.org/10.2147/PRBM.S381976 Text en © 2022 Pan et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Pan, Baocheng
Wu, Hongyu
Zhang, Xianhua
The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title_full The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title_fullStr The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title_full_unstemmed The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title_short The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance
title_sort effect of trait mindfulness on subjective well-being of kindergarten teachers: the sequential mediating roles of emotional intelligence and work–family balance
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9529014/
https://www.ncbi.nlm.nih.gov/pubmed/36199972
http://dx.doi.org/10.2147/PRBM.S381976
work_keys_str_mv AT panbaocheng theeffectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance
AT wuhongyu theeffectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance
AT zhangxianhua theeffectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance
AT panbaocheng effectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance
AT wuhongyu effectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance
AT zhangxianhua effectoftraitmindfulnessonsubjectivewellbeingofkindergartenteachersthesequentialmediatingrolesofemotionalintelligenceandworkfamilybalance