The Relationship between Mindfulness and Job Burnout of Chinese Preschool Teachers: The Mediating Effects of Emotional Intelligence and Coping Style

Yingjie Wang, Bowen Xiao, Ying Tao and Yan Li
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Yingjie Wang: School of Teacher Education, Huzhou University, Huzhou 313000, China
Bowen Xiao: Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC V6T 1Z4, Canada
Ying Tao: School of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
Yan Li: School of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China

IJERPH, 2022, vol. 19, issue 12, 1-12

Abstract: Preschool teachers’ job burnout has many adverse effects on their career development; although some studies have examined the influencing factors of teachers’ burnout, less were explored from the perspective of individual factors. This study aimed to examine the relationship between mindfulness and job burnout of preschool teachers, and the mediating effects of emotional intelligence and coping style. A total of 394 preschool teachers in China filled in questionnaires measuring mindfulness, emotional intelligence, coping style, and job burnout. The findings suggested that: (1) mindfulness was negatively related to job burnout; (2) emotional intelligence and negative coping style played independent mediating effects between mindfulness and job burnout; and (3) emotional intelligence and positive coping style played a chain mediating effect between mindfulness and job burnout. The results revealed the mechanism of mindfulness on preschool teachers’ job burnout, which is of great significance for the psychological intervention of preschool teachers in the future.

Keywords: mindfulness; job burnout; emotional intelligence; coping style; preschool teachers (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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