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The Moderation Effect of Teacher-Parent Relationship: Self-Efficacy, Job Burnout, and Professional Identity of Primary and Middle School Teachers in China
Mon, April 25, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Sociology of Education Virtual Roundtable Session RoomAbstract
In recent decades, mental health condition of teachers have received increasing attention. Drawing upon data from a cross-sectional survey conducted in eight schools in eastern China (a sample size of 402 elementary school teachers and 384 middle school teachers), we employed multiple linear regressions with school fixed effects to examine the associations among job burnout, self-efficacy, and professional identity with considering the moderation effect of teacher-parent relationship. Results show that teachers’ self-efficacy for engagement and instruction, emotional exhaustion and personal achievement were positively associated with professional identity, while depersonalization (as a dimension of job burnout) was negatively related to professional identity; the teacher-parent relationship played a moderating role between personal achievement and professional identity.