Daily challenge-hindrance stress and work engagement in preschool teacher: the role of affect and mindfulness

Abstract

BackgroundThe engagement of preschool teachers in their work is pivotal for maintaining teaching quality, ensuring teacher well-being, and fostering children’s development. Despite its significance, there is limited knowledge regarding the daily fluctuations in work engagement and the underlying factors influencing it. This study, guided by the Job Demands-Resources model and Affect Event Theory, utilized an experience sampling methodology to investigate the impact of challenge and hindrance stressors on daily work engagement, as well as the mediating role of affect and the moderating effect of mindfulness.MethodsUtilizing an experience sampling method, this study collected data from 220 preschool teachers in Shanghai over five consecutive workdays, conducting surveys once daily. Data analysis was performed using multilevel linear models.ResultsThe results from multilevel regression indicated that: (1) daily challenge stressors were positively related to work engagement, (2) daily hindrance stressors were negatively related to work engagement, (3) daily positive affect mediated the relationship between challenge stressors and work engagement, (4) daily negative affect mediated the relationship between hindrance stressors and work engagement, and (5) daily mindfulness played a crucial moderating role by alleviating the adverse effects of hindrance stressors on daily negative affect.ConclusionsThis study provides valuable insights into the daily experiences of preschool teachers and the factors that influence their work engagement. Understanding the impact of stressors, affect, and mindfulness on work engagement can inform the development of interventions and strategies to improve teacher well-being and work engagement.