Which Well-Being Elements Are Fundamental for Early Childhood Educators in the Chinese Context? A Network Analysis

Jian-Bin Li (), Jiaxin Deng (), Yu Xu (), Jin Sun (), Junjun Chen (), Jesus Alfonso D. Datu (), Rui Zhang () and Shiqi Qiu ()
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Jian-Bin Li: The Education University of Hong Kong
Jiaxin Deng: Guangzhou University,
Yu Xu: The Education University of Hong Kong
Jin Sun: University of Macau
Junjun Chen: The Education University of Hong Kong
Jesus Alfonso D. Datu: The University of Hong Kong
Rui Zhang: The University of Hong Kong
Shiqi Qiu: The Education University of Hong Kong

Applied Research in Quality of Life, 2024, vol. 19, issue 1, No 5, 103-134

Abstract: Abstract Early childhood educators’ (ECEs) well-being has attracted worldwide attention given its importance to many individual, organizational, and child outcomes. ECEs’ well-being is a multidimensional construct that encompasses a number of elements. These elements are interrelated and represent a complex psychological network. Scant research has examined the features of this network and whether the network would be upheld for ECEs across career stages. This study uses a network analysis to identify pervasive and robust features of well-being in ECEs from diverse career developmental phases. Participants were 1,188 ECEs (1,008 females, Mage = 32.19 years) recruited from four cities in the Guangdong-Hong Kong-Macao Greater Bay Area. They reported mental (i.e., subjective well-being and psychological well-being), occupational (i.e., job stress, job satisfaction, job burnout, and work engagement), and physical (i.e., physical health and role functioning of health) well-being. The results showed that emotional exhaustion was the most central element in the network whilst some other eudaimonic elements from the occupational aspect (e.g., vigor, dedication, and depersonalization) also occupied relatively important places. Further invariance analyses suggested that the above network was largely equivalent across ECEs at the novice, advanced beginner, and competent career stages. Theoretically, this study informs which elements are playing the fundamental role in the holistic well-being network among Chinese ECEs. Practically, the findings also provide implications for prevention and intervention strategies and career counselling to enhance Chinese ECEs’ different aspects of well-being.

Keywords: Wellness; Preschool teachers; Psychological network; Career development; Occupational health (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s11482-023-10233-5

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