Abstract
Objectives The purposes of this study were to examine the mediating effect of alternative and control, which are sub-factors of cognitive flexibility, in the effect of elementary school teachers' psychological burnout on subjective happiness. Methods To this end, a survey was conducted with 855 elementary school teachers located in Daegu and Gyeongbuk. In addition, in order to verify whether the effect of psychological burnout on subjective happiness by mediating cognitive flexibility is significant, alternative and control, sub-factors of cognitive flexibility, were assumed as tentative mediators. After that, the statistical significance of the mediating effect was verified by applying the SPSS Process Macro No. 4 model. Results The main findings of this study are as follows: First, the cognitive flexibility of elementary school teachers showed negative correlation with psychological burnout in the relationship between psychological burnout and subjective happiness, and positive correlation with subjective happiness. Second, alternative and control factors, which are sub-factors of cognitive flexibility, were found to mediate in the relationship between psychological burnout and subjective happiness, respectively, and the double mediating effect was also confirmed to be significant. Conclusions In the case of elementary school teachers experiencing psychological burnout, it is shown that cognitive flexibility plays a positive role in maintaining subjective well-being. In addition, it was confirmed that it is important to lower psychological burnout and increase cognitive flexibility in order to improve the subjective happiness of elementary school teachers. In addition, based on the study results, it suggested the need for research to reduce psychological burnout and improve cognitive flexibility for elementary school teachers.
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