Abstract
Kindergarten teachers are often exposed to great stress. Considering that, mindfulness has been demonstrated to act as a critical role in the psychological well-being of kindergarten teachers. The present study assessed mindfulness in teaching (MT), psychological distress and emotional intelligence (EI) among 511 kindergarten teachers in mainland China and investigated the mediating role of EI to explore the association mechanism between kindergarten teachers’ MT and psychological distress. The major results suggested that kindergarten teachers’ MT was negatively related to their psychological distress (depression, anxiety, and stress). Results of path analyses indicated that the total score of EI and dimension of regulation of emotion (ROE) could serve as significant mediators. The findings suggest that mindfulness might be beneficial to relieve kindergarten teachers’ psychological distress through the mediating role of EI.
Highlights
Teaching has always been considered as a demanding, challenging and stressful profession [1].Prior research has supported that teachers’ psychological symptoms, including job-related stress, anxiety, depression and emotional exhaustion were significantly associated with job satisfaction [2], teacher-child relationship [3], child-care quality [4], children’s behavioral problems and higher turnover [5]
mindfulness in teaching (MT) was positively related to the total score of emotional intelligence (EI) and the scores of subscales including self-emotional appraisal (SEA), others’ emotional appraisal (OEA), use of emotion (UOE) and regulation of emotion (ROE)
The direct effect of MT on psychological distress was still significant after accounting for mediating variables (Figure 2). These results indicated that EI dimensions, especially ROE could partially mediate the relationship between MT and psychological distress
Summary
Prior research has supported that teachers’ psychological symptoms, including job-related stress, anxiety, depression and emotional exhaustion were significantly associated with job satisfaction [2], teacher-child relationship [3], child-care quality [4], children’s behavioral problems and higher turnover [5]. It is worth noting that psychological distress is often caused by emotional, work, family and general problems, which leads to weak to severe psychological problems. Considering this scenario, Lovibond and Lovibond proposed the concept of psychological distress, including three dimensions of depression, anxiety and stress [7]. We mainly used the concept and measure of psychological distress developed by Lovibond and Lovibond to present the general state of kindergarten teachers’ mental health [7]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International journal of environmental research and public health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
