A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

Zheng, Xin; Dan, Qinyuan; Wu, Zhimin; Luo, Shusheng; Peng, Xinying

doi:10.3390/ijerph192215030

Cited by 9 publications

(1 citation statement)

References 59 publications

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“…Furthermore, several previous studies have provided evidence to support the mediating role of emotion regulation between job characteristics and work attitudes. For example, Zheng and colleagues [65] revealed that emotion regulation mediated the relationship between job demands and occupational well-being (job satisfaction and emotional exhaustion). Yin and colleagues [21] also uncovered that teachers' emotion regulation strategies mediated the relationships between emotional job demands, trust in colleagues, and teacher well-being.…”

Section: H8mentioning

confidence: 99%

Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)

2023

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It is widely accepted that administrative staff, as important components of a university’s workforce, play a critical role in realizing the United Nations’ Sustainable Development Goals (SDGs). The worth of administrative staff is based on their productivity, and this has a significant impact on the viability of universities. Based on the job demands–resources model, this study investigates the antecedents of job burnout among administrative staff from both emotional and interpersonal perspectives, taking into account SDGs 3, 4, and 8. In this paper, a quantitative research method using descriptive and inferential analyses explores the complex interplay between job autonomy, emotional job demands, colleague support, and job burnout, with a particular emphasis on the role of emotion regulation. A questionnaire was answered anonymously by 1009 administrative staff members in China, and the results conclude that job autonomy was negatively associated with job burnout, while emotional job demands were positively linked to burnout. Moreover, leader support emerged as more beneficial to workers than colleague support. Emotion regulation strategies such as reappraisal function as an important personal resource that buffers the negative effects of job demands and enhances job resources, leading to lower levels of burnout. Furthermore, this study examines how the SDGs can be achieved through reducing job burnout. The important implications for university administrative staff and policymakers, as well as the sustainable development of universities, are discussed.

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Section: H8mentioning

confidence: 99%

Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)

2023

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The Working Conditions and Well-being of Early Childhood Leaders in the United States

Ford,

Kwon,

Lavigne

et al. 2024

Early Childhood Educ J

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Principal-Teachers Agreement on Teachers’ Interpersonal Emotion Regulation: Relations with Principals’ Transformational Leadership, Teaching Staff Positive Collective Emotions, and Teaching Staff Organizational Commitment

Eyal,

Berkovich,

Yosef-Hassidim

2024

Asia-Pacific Edu Res

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The study investigated the link between principals’ awareness of their effect on teachers’ emotional reframing (i.e., a form of interpersonal emotion regulation aiding in cognitive reappraisal) and variables pertinent to school leadership, positive emotions, and organizational commitment. Data were collected from 69 primary schools, with 69 principals self-reporting on their influence on teachers’ emotional reframing and 639 teachers reporting on their principals’ influence (using an adaptation of Gross and John’s (Gross and John, Journal of Personality and Social Psychology 85:348–362, 2003) ERQ measure). The self-other rating agreement perspective enabled us to categorize principals into four groups based on the variance between their own assessment of teachers’ emotional reframing and the teachers’ ratings: over-estimators, under-estimators, in-agreement/good leaders, and in-agreement/poor leaders. The teachers also assessed the principals’ transformational leadership, collective positive emotions, and collective affective organizational commitment. Analyses revealed that primarily under-estimators and in-agreement/good leaders were associated with higher levels of principals’ transformational leadership, teachers’ collective positive emotions, and teachers’ collective organizational commitment to the school. Almost no differences emerged between over-estimators and in-agreement/poor leaders, which were associated with lower levels of school leadership, positive emotions, and commitment. The findings suggest that principals’ awareness of their influence on teachers’ emotional reframing fosters a conducive environment for positive leadership behaviors, emotional climate, and organizational commitment within schools. The theoretical implications attest to the significance of interpersonal emotion regulation in shaping organizational dynamics, and the practical implications point to the importance of interventions aimed at enhancing principals’ understanding of their influence on teachers’ emotional processes for nurturing a positive school culture.

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A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

Cited by 9 publications

References 59 publications

Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)

Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)

The Working Conditions and Well-being of Early Childhood Leaders in the United States

Principal-Teachers Agreement on Teachers’ Interpersonal Emotion Regulation: Relations with Principals’ Transformational Leadership, Teaching Staff Positive Collective Emotions, and Teaching Staff Organizational Commitment

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