Top

Gepubliceerd in:

01-10-2024 | ORIGINAL PAPER

Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model

Auteurs: Jie Zhou, Yong Jiang

Gepubliceerd in: Mindfulness | Uitgave 10/2024

Abstract

Objectives

This study examined whether kindergarten teachers’ psychological capital mediates the association between their mindfulness in teaching and their morale. Additionally, it investigated whether this mediating process is moderated by various aspects of the organizational climate in kindergarten.

Method

A total of 614 Chinese kindergarten teachers completed self-report questionnaires assessing their perspectives regarding their mindfulness in teaching, psychological capital, morale, and organizational climate in kindergarten.

Results

The results indicated that (1) kindergarten teachers’ mindfulness in teaching was positively associated with their morale; (2) psychological capital partially mediated the relationship between their mindfulness in teaching and morale; and (3) several aspects of organizational climate (principal upholding, principal restriction, teacher engagement, teacher intimacy, and teacher alienation) moderated the relationships between mindfulness in teaching, psychological capital, and morale.

Conclusions

These results extend our understanding that the association between mindfulness in teaching and teacher morale is mediated by psychological capital and the above associations are moderated by the kindergarten organizational climate. The beneficial roles of psychological capital, principal upholding, teacher engagement, and teacher intimacy suggest that educational authorities could incorporate mindfulness and psychological capital training into their professional development programs to enhance teachers’ intrapersonal resource conservation. Principals and kindergarten managers could also create a positive kindergarten organizational climate, where principals are supportive and teachers are dedicated and intimate, to further develop teacher morale with positive contextual factors.

Preregistration

This study was not preregistered.

vorige artikel Worldviews From Within: A Qualitative Investigation of Metaphysical and Ethical Beliefs Among European Long-Term Buddhist Practitioners and Novice Mindfulness Practitioners

volgende artikel Assessing Self-Compassion in Older Adults: Factorial Structure of the Self-Compassion Scale and Invariance Across Sex at Birth

Al-Adwan, F. E. Z., & Al-Khayat, M. M. (2017). Psychological burnout in early childhood teachers: Levels and reasons. International Education Studies, 10(1), 179–189. https://doi.org/10.5539/ies.v10n1p179CrossRef

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115CrossRef

Benevene, P., Wong, Y. H. P., Fiorilli, C., & De Stasio, S. (2018). A cross-national comparison on the subjective well-being of kindergarten teachers: Hong Kong and Italy. Frontiers in Psychology, 9, 2626. https://doi.org/10.3389/fpsyg.2018.02626CrossRefPubMedPubMedCentral

Byron, G., Ziedonis, D. M., McGrath, C., Frazier, J. A., deTorrijos, F., & Fulwiler, C. (2015). Implementing mindfulness training for mental health staff: Organizational context and stakeholder perspectives. Mindfulness, 6(4), 861–872. https://doi.org/10.1007/s12671-014-0330-2CrossRefPubMed

Castro, A. J., Edmondson, E., & Santoro, D. (2023). Shifting the gaze: Examining contextual factors influencing teacher morale in suburban schools. American Journal of Education, 130(1), 61–87. https://doi.org/10.1086/727008CrossRef

Chambers, D. M. (2015). Elementary school teacher perceptions of factors influencing teacher morale (Doctoral dissertation. Walden University).

Chen, Y. F., Wu, S. J., Hua, Y., Chen, Y., Zheng, D. S., & Ni, C. P. (2020). Study on the influence of psychological capital and morale on burnout of Army officers and soldiers. Military Medical Journal of South China, (02),119–122+128. https://doi.org/10.13730/j.issn.1009-2595.2020.02.011

Chen, X. (2013). Research on the relationship between psychological capital, job burnout and morale of armed police soldiers. Master Dissertation, Hunan Normal University. China National Knowledge Infrastructure. Retrieved May 28, 2023, from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201402&filename=1013232085.nh

Cheng, X., Zhang, H., Cao, J., & Ma, Y. (2022). The effect of mindfulness-based programs on psychological distress and burnout in kindergarten teachers: A pilot study. Early Childhood Education Journal, 50(7), 1197–1207. https://doi.org/10.1007/s10643-021-01254-6CrossRef

Cleirigh, D. O., & Greaney, J. (2015). Mindfulness and group performance: An exploratory investigation into the effects of brief mindfulness intervention on group task performance. Mindfulness, 6(3), 601–609. https://doi.org/10.1007/s12671-014-0295-1CrossRef

Denny, S. J., Robinson, E. M., Utter, J., Fleming, T. M., Grant, S., Milfont, T. L., Crengle, S., Ameratunga, S. N., & Clark, T. (2011). Do schools influence student risk-taking behaviors and emotional health symptoms? Journal of Adolescent Health, 48(3), 259–267. https://doi.org/10.1016/j.jadohealth.2010.06.020CrossRef

Didonna, T. (2018). Job satisfaction, morale, and experience: A predictive study of teachers’ self-efficacy. Capella University.

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660. https://doi.org/10.1007/s10964-011-9647-5CrossRefPubMed

Dunn, A. H. (2020). “A vicious cycle of disempowerment”: The relationship between teacher morale, pedagogy, and agency in an urban high school. Teachers College Record, 122(1), 1–40. https://doi.org/10.1177/016146812012200101CrossRef

Erichsen, K., & Reynolds, J. (2020). Public school accountability, workplace culture, and teacher morale. Social Science Research, 85, 102347. https://doi.org/10.1016/j.ssresearch.2019.102347CrossRefPubMed

Faul, F., Erdfelder, E., Lang, A., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146CrossRefPubMed

Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0CrossRef

Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.

Heene, M., Hilbert, S., Draxler, C., Ziegler, M., & Bühner, M. (2011). Masking misfit in confirmatory factor analysis by increasing unique variances: A cautionary note on the usefulness of cutoff values of fit indices. Psychological Methods, 16(3), 319–336. https://doi.org/10.1037/a0024917CrossRefPubMed

Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 103–128. https://doi.org/10.1146/annurev-orgpsych-032117-104640CrossRef

Hong, X. M., Zhao, S. J., & Zhang, M. Z. (2021). How to solve the problem of kindergarten teacher attrition: Investigation and reflection on the turnover tendency of teachers in six provinces and cities. Modern Education Management, 41(01), 69–75. https://link.oversea.cnki.net/doi/10.16697/j.1674-5485.2021.01.010

Hoy, W. K., & Clover, S. I. (1986). Elementary school climate: A revision of the OCDQ. Educational Administration Quarterly, 22(1), 93–110. https://doi.org/10.1177/0013161X86022001007CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indicators in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. https://doi.org/10.1007/s12671-014-0312-4CrossRef

Johnson, S. (2023). Teacher morale and district and school leadership in a rural, high poverty, and ethnically diverse district [Doctoral dissertation, Florida State University].

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016CrossRef

Lavian, R. H. (2012). The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching, 18(2), 233–247. https://doi.org/10.1080/13540602.2012.632272CrossRef

Lester, E. G., & Murrell, A. R. (2019). Becoming mindful of measurement: An experimental-experiential analog study of state mindfulness measures. Mindfulness, 10(10), 2133–2142. https://doi.org/10.1007/s12671-019-01184-wCrossRef

Li, X. W., Wang, P. P., & Guo, Y. F. (2017). Measurement of organizational climate in kindergartens and its relationship with teachers’ teaching efficacy. Teacher Education Research, 31(04), 60–66+83. https://link.oversea.cnki.net/doi/10.13445/j.cnki.t.e.r.2017.04.010

Li, X. W., Guo, Y. F., & Wang, P. P. (2019). The situation of kindergarten teachers’ job burnout and its relationship with kindergarten organizational climate and teachers’ teaching efficacy. Teacher Education Research, (01),66–72. https://doi.org/10.13445/j.cnki.t.e.r.2019.01.011

Lu, M., Yang, Y., Wang, G., Wang, H., & Feng, D. (2022). Effects of perceived stigma on depressive symptoms and demoralization in maintenance hemodialysis patients: Self-warmth and self-coldness as mediators. Mindfulness, 13(12), 3058–3069. https://doi.org/10.1007/s12671-022-02011-5CrossRef

Lu, J. X. (2021). Research on rural kindergarten teacher mobility. [Master Dissertation, Northeast Normal University]. China National Knowledge Infrastructure. Retrieved July 28, 2023, from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1021631783.nh

Luthans, F., Youssef, C. M., & Avolio, B. J. (2006). Psychological capital: Developing the human competitive edge. Oxford University Press.CrossRef

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.xCrossRef

Luthans, F., Avey, J. B., & Patera, J. L. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning & Education, 7(2), 209–221. https://doi.org/10.5465/AMLE.2008.32712618CrossRef

Ma, Y., Wang, F., & Cheng, X. (2020). Kindergarten teachers’ mindfulness in teaching and burnout: The mediating role of emotional labor. Mindfulness, 12(3), 722–729. https://doi.org/10.1007/s12671-020-01538-9CrossRef

Malinowski, P., & Lim, H. J. (2015). Mindfulness at Work: Positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6(6), 1250–1262. https://doi.org/10.1007/s12671-015-0388-5CrossRef

Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2020). The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration & Leadership, 48(5), 802–820. https://doi.org/10.1177/1741143219864937CrossRef

Müller, A., De Lange, A., Weigl, M., Oxfart, C., & Van der Heijden, B. (2013). Compensating losses in bridge employment? Examining relations between compensation strategies, health problems, and intention to remain at work. Journal of Vocational Behavior, 83(1), 68–77. https://doi.org/10.1016/j.jvb.2013.03.002CrossRef

Osilike, C. C., Ogochukwu, E. C., & Okechukwu, A. E. (2024). Managing Workplace Stress in Adult Education Lecturers: The Efficacy of Mindfulness-Based Intervention. Mindfulness, 15(4), 844–856. https://doi.org/10.1007/s12671-023-02286-2CrossRef

Pattnaik, L., & Jena, L. K. (2020). Mindfulness, remote engagement and employee morale: Conceptual analysis to address the “new normal.” International Journal of Organizational Analysis, 29(4), 873–890. https://doi.org/10.1108/IJOA-06-2020-2267CrossRef

Peng, J. Y., Hu, Y. L., Fan, X. F., & Zhang, L. (2019). Effects of mindfulness-based stress reduction on psychological capital and job engagement in nurses. Chinese Remedies & Clinics, 19(14), 2484–2485. https://doi.org/10.1097/HNP.0000000000000603CrossRef

Podsakof, P. M., MacKenzie, S. B., Lee, J., & Podsakof, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879CrossRef

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879CrossRefPubMed

Song, L. (2022). Research on the relationship between kindergarten organizational climate and teachers' psychological capital. [Master Dissertation, Anshan Normal University]. China National Knowledge Infrastructure. Retrieved, June 3, 2023, from https://link.cnki.net/doi/10.27825/d.cnki.gassf.2022.00000110.27825/d.cnki.gassf.2022.000001

Wang, W. Y. (2019). Research on the relationship between kindergarten organizational climate and kindergarten teachers’ emotional labor. [Master Dissertation, Shaanxi Normal University]. China National Knowledge Infrastructure. Retrieved March 28, 2023, from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201902&filename=1019057205.nh

Whiteoak, J. W. (2021). Morale and burnout in an Australian public school: A sociotechnical systems approach. Educational Management Administration & Leadership, 49(6), 958–975. https://doi.org/10.1177/1741143220925091CrossRef

Wolever, R. Q., Bobinet, K. J., McCabe, K., Mackenzie, E. R., Fekete, E., Kusnick, C. A., et al. (2012). Effective and viable mind-body stress reduction in the workplace: A randomized controlled trial. Journal of Occupational Health Psychology, 17(2), 246–258. https://doi.org/10.1037/a0027278CrossRefPubMed

Zhang, H. (2021). The influence of teaching mindfulness on job engagement of preschool teachers. [Master Dissertation, Shaanxi Normal University]. China National Knowledge Infrastructure. Retrieved March 10, 2023, from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202202&filename=1021139855.nh

Titel: Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model
Auteurs: Jie Zhou
Yong Jiang
Publicatiedatum: 01-10-2024
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 10/2024
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-024-02449-9

Andere artikelen Uitgave 10/2024

Translation and Validation Study of the Korean Self-Compassion Scale

ORIGINAL PAPER

The Effect of a Mindfulness Course on Self-Compassion Among Occupational Therapy Students

Open Access
ORIGINAL PAPER

Effectiveness of Mindfulness-Based Art Therapy (MBAT) Utilizing Watercolor Painting on Emotion Regulation, Mindfulness, and Obsessive Symptoms

ORIGINAL PAPER

Worldviews From Within: A Qualitative Investigation of Metaphysical and Ethical Beliefs Among European Long-Term Buddhist Practitioners and Novice Mindfulness Practitioners

ORIGINAL PAPER

The Effects of Mindfulness-Based Stress Reduction in Mental and Physical Health: Is Mindful Breathing Key?

ORIGINAL PAPER

How Does Self-compassion Interact with Depression and Anxiety Among Old People? Evidence from Cross-Lagged Panel Network Analysis

ORIGINAL PAPER