Calling, character strengths, career identity, and job burnout in young Chinese university teachers: A chain-mediating model

2021 ◽  
Vol 120 ◽  
pp. 105776
Author(s):  
Ling Lian ◽  
Shengzhong Guo ◽  
Qian Wang ◽  
Lihong Hu ◽  
Xueer Yang ◽  
...  
Keyword(s):  
Character Strengths ◽  
Job Burnout ◽  
Career Identity ◽  
University Teachers ◽  
Chinese University ◽  
A Chain

The effect of psychological capital between work–family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation

2016 ◽  
Vol 22 (14) ◽  
pp. 1799-1807 ◽  
Author(s):  
Jun Pu ◽  
Hanpo Hou ◽  
Ruiyang Ma ◽  
Jinyan Sang
Keyword(s):  
Family Conflict ◽  
Psychological Capital ◽  
Maslach Burnout Inventory ◽  
Job Burnout ◽  
Work Family Conflict ◽  
University Teachers ◽  
Chinese University ◽  
Work Family ◽  
The Relationship ◽  
Mediation Moderation

In this study, we investigated the relationship between work–family conflict and job burnout as well as the potential mediation/moderation effects of psychological capital. Participants were 357 university teachers who completed a questionnaire packet containing a work–family conflict scale, psychological capital questionnaire, and Maslach Burnout Inventory–General survey. According to the results, work–family conflict and psychological capital were both significantly correlated with job burnout. In addition, psychological capital cannot mediate—but can moderate—the relationship between work–family conflict and job burnout. Taken together, our findings shed light on the psychological capital underlying the association of work–family conflict and job burnout.

The impact of teaching-research conflict on job burnout among university teachers

2019 ◽  
Vol 31 (1) ◽  
pp. 76-90
Author(s):  
Yongzhan Li ◽  
Yongxin Li ◽  
Gloria Castaño
Keyword(s):  
Small Sample ◽  
Job Burnout ◽  
Personal Accomplishment ◽  
Cross Sectional ◽  
Content Type ◽  
University Teachers ◽  
Teaching Research ◽  
Cross Sectional Design ◽  
The Impact ◽  
The Relationship

Purpose To fill the previous research gap, focusing on two constructs, i.e. perceived supervisor support (PSS) and psychological capital (PsyCap), this study aims to explore the mechanism underlying the relationship between teaching–research conflict (TRC) and job burnout among university teachers using the lens of job demands–resources (JD-R) model. Design/methodology/approach First, theoretically grounded hypotheses linking teaching–research conflict, PSS and PsyCap to job burnout were formulated. Then, a cross-sectional design was used to test the theoretical model presented in this study. Findings The results showed that TRC was positively linked to emotional exhaustion (EE) and depersonalization (DP), but negatively linked to personal accomplishment; PSS moderated the effect of TRC on both EE and DP but did not act as a moderator in the relationship between TRC and personal accomplishment; and PsyCap moderated the effect of TRC on all the three dimensions of job burnout. Research limitations/implications Given that the data were collected from single-source, the study was vulnerable to the common method variance. Besides, the relative small sample size limits the representativeness of the sample. Moreover, the cross-sectional design cannot confirm causal relationship between variables. Despite these limitations, the findings of this research can potentially inform effective interventions aimed at reducing the effect of TRC on job burnout among university teachers. Originality/value Based on the JD-R model, PSS and PsyCap are used to explore the effect of TRC on job burnout for the first time.

scholarly journals Anxiety and Stress in In-service Chinese University Teachers of Arts

2020 ◽  
Vol 9 (1) ◽  
pp. 237
Author(s):  
Meihua Liu ◽  
Yan Yi
Keyword(s):  
Middle School Teachers ◽  
Teacher Stress ◽  
Demographic Variables ◽  
University Teachers ◽  
Chinese University ◽  
Demographic Questionnaire ◽  
Teaching Anxiety ◽  
Professional Title ◽  
Teacher Stress Inventory ◽  
Great Stress

As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.

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