Abstract
Objective: This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction.Methods: Three hundred and ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale.Results: Preschool teachers trait mindfulness can predict job satisfaction (β = 0.265, p < 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (β = 0.059, p = 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (β = 0.123, p < 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (β = 0.017, p < 0. 001).Conclusion: Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.
Highlights
Teachers’ job satisfaction has become an important topic of concern in the international community, because job dissatisfaction may directly lead to teachers’ resignation (DarlingHammond, 2003; Liu, 2007; Skaalvik and Skaalvik, 2011)
The results show that the path coefficients between trait mindfulness and basic psychological needs, positive emotions, and job satisfaction are significant, and trait mindfulness can directly predict job satisfaction (β = 0.265, p < 0. 001), supporting H1
The mediating effect of trait mindfulness on job satisfaction through the sequential mediating effect of basic psychological needs and positive emotions accounts for 65.96% of the total effect, which is a very high proportion, indicating that preschool teachers trait mindfulness affects job satisfaction to a great extent
Summary
Teachers’ job satisfaction has become an important topic of concern in the international community, because job dissatisfaction may directly lead to teachers’ resignation (DarlingHammond, 2003; Liu, 2007; Skaalvik and Skaalvik, 2011). Teacher job satisfaction has been recognized as a decisive factor in the improvement of teaching quality in schools with retained teachers (Huang, 2001). Teaching is a profession with a high attrition rate, and. Trait Mindfulness and Job Satisfaction schools struggle to retain talented teachers (Milner and Hoy, 2003). There is a shortage of high-quality teachers in China (Skaalvik and Skaalvik, 2011). There is evidence that many talented teachers leave teaching early (Heyns, 1988). 4. Kindergarten −0.049 −0.068 0.407** Site 5. Kindergarten 0.129** −0.031 0.335** 0.371** Nature 6.
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