A study of the relationships between occupational stress career calling and occupational burnout among primary teachers

Abstract

Objective: To discuss the relationships between occupational stress, career calling and occupational burnout among primary school teachers, and test whether career calling moderates the relationship between occupational stress and occupational burnout. Methods: 399 teachers from public primary schools were recruited as participant. Their occupational stress and burnout, and career calling were assessed via online questionnaire in the period between March and August 2018. Hierarchical multiple regression was used to test the moderating role of career calling. Results: The score of occupational stress was (3.59±0.85) , the score of career calling was (3.15±0.69) and the score of occupational was (3.26±0.88) . Occupational stress was significantly and positively related to occupational burnout (r=0.42, P<0.01) , while career calling was significantly and negatively related to occupational stress (r=-0.30, P<0.01) and occupational burnout (r=-0.32, P<0.01) . Career calling moderated the relationship between occupational stress and occupational burnout. Conclusion: Career calling as a personal resource buffers the positive relationship between occupational stress and occupational burnout. School leaders can promote teachers' career calling by endowing educational work with more meaning, which leading to lower level of occupational burnout.