ArticleFrontiers in psychology2022
The impact of job-related stress on township teachers' professional well-being: A moderated mediation analysis.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- The relationship between AI anxiety and work engagement among early childhood teachers: a moderated mediation model of job crafting and perceived organizational support.Frontiers in psychology · 2026Article
- The relationship between preschool teachers' effort-reward imbalance and occupational well-being in Chinese rural areas: a moderated mediation model.BMC psychology · 2025Article
- The impact of trait mindfulness on work engagement among primary and secondary school teachers: a moderated mediation model.Frontiers in psychology · 2025Article
- The impact of perceived organizational support on professional identity in Chinese kindergarten teachers: the mediating and moderating roles of achievement goal orientations and job stress.Frontiers in psychology · 2025Article
- Administrative pressure, interpersonal relationships, and teachers' professional identity.Frontiers in psychology · 2025Article
- The influencing factors of nurses' job engagement in tertiary, A grade hospitals in East China: A cross-sectional study.Nursing open · 2024Article
- Dynamics of Perceived Stress, Stress Appraisal, and Coping Strategies in an Evolving Educational Landscape.Behavioral sciences (Basel, Switzerland) · 2024Article
- Perceived organizational support and occupational commitment: A study among male kindergarten teachers.Heliyon · 2023Article
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Authors and funding
4 authors.
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Abstract
This study aimed to explore the relationship between job-related stress and township teachers' professional well-being. Based on Job Demand-Resource Model, this study examined the mediating role of teachers' professional identity and the moderating role of perceived organizational support in this relationship. A total of 24,276 township teachers in China responded to the Teacher Stress Scale, the Teachers' Professional Identity Scale, the Teachers' Professional Well-Being Structure Questionnaire, and the Perceived Organizational Support Scale. Results showed that: (1) the professional well-being of township teachers differed significantly in terms of school type and demographic characteristics like age and gender; (2) job-related stress negatively predicted township teachers' professional well-being, with teachers' professional identity playing a mediating role; (3) the relation between job-related stress and teachers' professional identity was moderated by perceived organizational support; and (4) in the moderated mediation analysis, job-related stress positively predicted township teachers' professional well-being. These findings indicated that township teachers' professional well-being was influenced by both organizational and individual factors, which provided a theoretical basis and intervention pathways for improving township teachers' professional well-being.
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