Emotions, Illness Symptoms, and Job Satisfaction among Kindergarten Teachers: The Mediating Role of Emotional Exhaustion

Keshun Zhang,Rundong Wang,Chenchen Mu,Fang Wang,Xinxin Cui

doi:10.3390/su14063261

Abstract

Kindergarten teachers’ emotions are an essential factor in their physical and psychological wellbeing. Previous studies mainly focused on the relationship between kindergarten teachers’ emotions and their students’ emotions while ignoring the important relationships between kindergarten teachers’ emotions and their own wellbeing (e.g., teachers’ health, job satisfaction, burnout). Therefore, this study explores teacher emotions as predictor variables, illness symptoms, and job satisfaction as criterion variables, and emotional exhaustion as a mediator. In total, 1997 kindergarten teachers completed the Teacher’s Emotion Scale, the Occupational Emotional Exhaustion Scale, the Illness Symptoms Scale, and the Job Satisfaction Scale. Results revealed that enjoyment negatively predicted illness symptoms and positively predicted job satisfaction via the mediating role of emotional exhaustion. The opposite relationships were found with anger, also confirming the mediating role of emotional exhaustion. Anxiety positively predicted illness symptoms, completely mediated by emotional exhaustion, but no relationship was found with job satisfaction. The function of emotions in teachers’ physical and mental health, implications for kindergartens’ research and practice, and suggestions for future research are discussed.

Highlights

Teacher emotions constitute an important part of the teaching and learning process [1].Appraisal theory provides a meaningful perspective to understand teachers’ emotions [2–4].Appraisal theory proposes that emotions result from individuals’ interpretation and cognitive judgement of their circumstances rather than the circumstances themselves [5–8].Previous studies applied appraisal theory in exploring the impact of teachers’ emotions on students’ performance [9,10]
Emotional regulation ability is positively associated with job satisfaction
Social support mitigates the negative impact of emotional demands on emotional exhaustion and job satisfaction

Summary

Introduction

Teacher emotions constitute an important part of the teaching and learning process [1].Appraisal theory provides a meaningful perspective to understand teachers’ emotions [2–4].Appraisal theory proposes that emotions result from individuals’ interpretation and cognitive judgement of their circumstances rather than the circumstances themselves [5–8].Previous studies applied appraisal theory in exploring the impact of teachers’ emotions on students’ performance [9,10]. Teacher emotions constitute an important part of the teaching and learning process [1]. Appraisal theory provides a meaningful perspective to understand teachers’ emotions [2–4]. Appraisal theory proposes that emotions result from individuals’ interpretation and cognitive judgement of their circumstances rather than the circumstances themselves [5–8]. Previous studies applied appraisal theory in exploring the impact of teachers’ emotions on students’ performance [9,10]. Frenzel et al [11,12] showed that teachers’ positive appraisals in the classroom are essential in achieving good student performance, motivation, and discipline, and forming positive teacher–student relationships. Previous research confirmed that teachers’ emotions are related to students’ emotions, emotional competence, motivation, academic performance, classroom discipline, and social behavior [13]

Methods

Results

Discussion

Conclusion