The Impact of Psychological Capital and Occupational Stress on Teacher Burnout: Mediating Role of Coping Styles
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The Impact of Psychological Capital and Occupational Stress on Teacher Burnout: Mediating Role of Coping Styles Ye Zhang1 • Shanshan Zhang1 • Weiyan Hua1
Ó De La Salle University 2019
Abstract According to the job demands-resource model, job situation and personal resources are important predictors of work engagement. This study aimed at examining the mediating effect of teachers’ coping styles in the relationship between psychological capital and teacher burnout, and in the relationship between occupational stress and teacher burnout. A sample of 386 teachers from primary and secondary schools in China was approached to respond to questionnaires. Structural equation modelling was used to test the hypotheses. Results of variable modelling revealed that (a) psychological capital has a protective role and occupational stress has a risk role in teacher burnout (b) a positive coping style is a significant mediator in the relationship between psychological capital and teacher burnout (c) a negative coping style is a significant mediator in the relationship between occupational stress and teacher burnout (d) a positive coping style is only a significant mediator in a more than 10 years teaching experience model compared to a less than 10 years model. The study results can shed light on the role of coping styles on teacher burnout and provide suggestions on how school administrators could reduce teacher burnout. Keywords Teacher burnout Psychological capital Occupational stress Coping styles Mediating effect
& Shanshan Zhang [email protected] 1
Education Science College, Shenyang Normal University, No. 253, the Yellow River North Street, Shenyang, People’s Republic of China
Introduction This study investigates how psychological capital, occupational stress and coping styles are related to teacher burnout (TB). TB, which involves both emotional exhaustion and depersonalization, is probably one of the most predominant factors antithetic to a well-being experience. Psychologists, educators, and policy makers are all interested in the problem of TB and how to reduce teachers’ workload and mitigate job burnout has long been a concern of psychologists and educators. Related researches conducted in many countries (e.g., China, South Korea, Turkey, and Poland) have found that the profession of teaching involves high pressure work (Bulatevych 2018; Liu and Shao 2003; Kim et al. 2016; Yorulmaz et al. 2017). A meta-analysis research study has shown that burnout in Chinese teachers is increasing year-by-year (Liu et al. 2014). TB affects the quality of the whole educational process, which is related to the fact that the negative effects of burnout are felt not only by teachers, but also by their students (Bulatevych 2018). The existing literature has shown that researchers have put much effort into emphasizing the negative factors (i.e., occupational stress) affecting TB (Akın et al. 2013), but the factors mitigating TB have been relatively neglected. More importantly, Demerouti’s (2001) theory on th
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