Perceived Crisis Management and Post-Traumatic Growth among Chinese Preschool Teachers during COVID-19: Risk Perception as a Moderator

Xiumin Hong, Youpeng Liu () and Mingzhu Zhang
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Xiumin Hong: Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China
Youpeng Liu: Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China
Mingzhu Zhang: Shandong Province Pre-Primary Education Centre, No. 8 Nan Xu Men Wai Street, Li Xia District, Jinan 250012, China

IJERPH, 2022, vol. 19, issue 20, 1-14

Abstract: This study explored post-traumatic growth among preschool teachers during COVID-19 and investigated associations among post-traumatic growth, perceived crisis management, and risk perception. The participants were 2921 Chinese preschool teachers (96.5% women). Teachers’ reports of post-traumatic growth, perceived crisis management, and risk perception were analyzed by multivariate techniques. The results revealed that preschool teachers’ post-traumatic growth was at an intermediate level, and there was no significant difference in post-traumatic growth by risk level area. Post-traumatic growth was significantly related to risk perception and perceived crisis management, and risk perception appeared to moderate the relationship between perceived crisis management and post-traumatic growth. Our findings highlight the importance of considering the roles of perceived crisis management and risk perception in preschool teachers’ post-traumatic growth. Related suggestions for preschool teachers’ mental health are discussed.

Keywords: post-traumatic growth; perceived crisis management; risk perception; preschool teachers; COVID-19; Chinese (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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