Job Demands-Resources Analysis for Teacher Well-Being and Creativity: Impact of Kindergarten Culture and Psychological Capital

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Early Childhood in China (Table 10)

Abstract

This study utilized the Job Demands-Resources (JD-R) model to explore how job resources (participative kindergarten culture) and personal resources (psychological capital, PsyCap) influence teachers’ well-being (emotions and work engagement) and teaching for creativity. By investigating 1,409 Chinese kindergarten teachers, we found that participative kindergarten culture and PsyCap were positively correlated with enjoyment, work engagement, and teaching for creativity. Work engagement had a stronger link to teaching for creativity than enjoyment. It also enhanced the positive impact of enjoyment on teaching for creativity and mitigated the negative impact of anger on teaching for creativity. Teacher enjoyment and work engagement mediated the relationships between participative culture, PsyCap, and teaching for creativity. The findings provide insights into kindergarten teachers’ well-being and performance.

Authors

• Chan Wang, The Chinese University of Hong Kong

• Hongbiao Yin, The Chinese University of Hong Kong