The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model

Yishan Lin; Yishan Lin; Yishan Lin; Yishan Lin; Moses A. Ameyaw; Moses A. Ameyaw; Moses A. Ameyaw; Moses A. Ameyaw; Qinhan Zhang; Binghai Sun; Binghai Sun; Binghai Sun; Binghai Sun; Weijian Li; Weijian Li; Weijian Li; Weijian Li

doi:10.3389/fpubh.2022.956243

Frontiers in Public Health (Dec 2022)

The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model

Yishan Lin,
Yishan Lin,
Yishan Lin,
Yishan Lin,
Moses A. Ameyaw,
Moses A. Ameyaw,
Moses A. Ameyaw,
Moses A. Ameyaw,
Qinhan Zhang,
Binghai Sun,
Binghai Sun,
Binghai Sun,
Binghai Sun,
Weijian Li,
Weijian Li,
Weijian Li,
Weijian Li

Affiliations

Yishan Lin: College of Teacher Education, Zhejiang Normal University, Jinhua, China
Yishan Lin: College of Psychology, Zhejiang Normal University, Jinhua, China
Yishan Lin: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, China
Yishan Lin: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
Moses A. Ameyaw: College of Teacher Education, Zhejiang Normal University, Jinhua, China
Moses A. Ameyaw: College of Psychology, Zhejiang Normal University, Jinhua, China
Moses A. Ameyaw: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, China
Moses A. Ameyaw: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
Qinhan Zhang: College of Teacher Education, Zhejiang Normal University, Jinhua, China
Binghai Sun: College of Teacher Education, Zhejiang Normal University, Jinhua, China
Binghai Sun: College of Psychology, Zhejiang Normal University, Jinhua, China
Binghai Sun: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, China
Binghai Sun: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China
Weijian Li: College of Teacher Education, Zhejiang Normal University, Jinhua, China
Weijian Li: College of Psychology, Zhejiang Normal University, Jinhua, China
Weijian Li: Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, China
Weijian Li: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China

DOI: https://doi.org/10.3389/fpubh.2022.956243
Journal volume & issue: Vol. 10

Abstract

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BackgroundTeacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout.PurposeBased on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China.MethodsA total of 3,147 primary and secondary school teachers participated in this study.FindingsWork engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest.OriginalityThis study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout.ImplicationsThis study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.

Published in Frontiers in Public Health

ISSN: 2296-2565 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Medicine: Public aspects of medicine
Website: https://www.frontiersin.org/journals/public-health

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