ArticleFrontiers in public health2022
The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model.
Article in Frontiers in public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 22 citations in OpenAlex.
- Teacher identity as a mediator in the relationship between self-efficacy and possible selves.Frontiers in psychology · 2026Article
- Psychological resilience as a bridge between academic work stress and work engagement: evidence from Arab university faculty.Frontiers in psychology · 2026Article
- Workplace bullying and professional identity among male nurses: the mediating role of work engagement and the moderating effect of fear of negative evaluation.BMC nursing · 2025Article
- Resilience and professional identity among young healthcare workers in a Shanghai megahospital during COVID-19: a cross-sectional study.Frontiers in public health · 2025Article
- The nonlinear relationship between psychological contract and burnout among Chinese government employees: a moderated mediation model.Frontiers in public health · 2025Article
- The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19.PloS one · 2024Article
- The Relationship between Career Calling and Resilience among Rural-Oriented Pre-Service Teachers: The Chain Mediating Role of Career Adaptability and Decent Work.Behavioral sciences (Basel, Switzerland) · 2023Article
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Teacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout. Purpose: Based on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China. Methods: A total of 3,147 primary and secondary school teachers participated in this study. Findings: Work engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest. Originality: This study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout. Implications: This study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.
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