Exploring Job Stress and Burnout in Substitute Educators: A Taiwanese Case Study

Abstract

The well-being of employees has become increasingly crucial in modern workplaces, yet scant attention has been directed towards substitute educators in preschool settings. Working in early childhood education entails significant stressors that can adversely impact both physical and mental health. This study focuses on substitute educators in Taiwan, who often face instability and challenges in their workplace environments. In addition to fulfilling teaching responsibilities, they are tasked with additional administrative duties and may experience marginalization within the organization. This research aims to explore the relationship between job stress risk factors (X), workplace well-being (Y), and job burnout (Mo) among substitute educators. Data was collected from 102 substitute educators across public and private preschools in Taiwan. Results indicate that factors such as good control, managerial and colleague support, clear roles, and adaptability positively influence workplace well-being, whereas demands and negative relationships have negative effects. Furthermore, job burnout moderates the relationship between job stress risk factors and well-being. Recommendations for improving substitute educators’ well-being are discussed.