ABSTRACT
Background: Teacher burnout is characterized by emotional and physical exhaustion resulting from excessive work-related stress. Previous research based on traditional latent variable theory has revealed a significant negative relationship between TB and psychological capital (PsyCap). This study explored the complex symptoms of TB and the contact points of PsyCap in reducing TB using psychometric network analysis. Methods: A total of 3991 teachers completed the burnout subscale of the Professional Quality of Life and Psychological Capital Scale. Results: The results showed that: (a) In the TB network, the core symptoms displayed by teachers due to burnout are difficulty feeling "I am a very caring person", "I am happy", and "I am the person I always wanted to be"; (b) The TB-PsyCap network was closely connected, and the symptoms affected each other. PsyCap affected the TB network through "I feel optimistic and happy almost every day" and "I often feel that there is a future as a teacher"; (c) PsyCap's bridge symptoms had a negative impact on TB, and PsyCap may reduce TB primarily through optimistic, hopeful dimensions. Conclusion and Implications: Psychometric network analysis helps us understand the complex symptoms of TB and the contact points of PsyCap in reducing TB. This study offers valuable insights into the prevention of, and intervention in, burnout within the teaching community.
ABSTRACT
Previous studies found that teachers' psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers' psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers' psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers' psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers' workplace well-being.
