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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE)
Mingmei, Yang
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Education Health Professions

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A study on the relationship between psychological capital, organizational identification, and job burnout among university teachers Mingmei, Yang; Pek, Lim Seong
International Journal of Public Health Science (IJPHS) Vol 13, No 4: December 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v13i4.24611

Abstract

To gain a comprehensive understanding of job burnout among Chinese university teachers, this study examined the impact of teachers' psychological capital on job burnout from the perspective of organizational identification. A survey was conducted among 350 teachers from five colleges and universities in Henan Province of China using a convenient sampling method. Data were analyzed using SPSS23.0 and process macros. The findings revealed that while teachers' psychological capital and organizational identification are generally high, there is a moderate level of job burnout. Furthermore, there was a substantial positive link found between teachers' psychological capital and organizational identification, with psychological capital significantly predicting organizational identification. Both psychological capital and organizational identification demonstrated significant negative correlations with job burnout, plus substantial predictive effects. Mediation analysis suggested that organizational identification partially mediates the relationship between teachers' psychological capital and job burnout.
Relationship between emotional labor and job satisfaction: a study on preschool teachers Mingmei, Yang; Pek, Lim Seong
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28151

Abstract

Teaching is a demanding profession that necessitates complex social and emotional skills. It has frequently been linked to negative outcomes such as tension, turnover, and job discontent. Every day, preschool educators interact with children and adults and must always maintain emotional control. This study aimed to examine the relationship between emotional labor and job satisfaction among preschool teachers. The study utilized a self-questionnaire; 280 first-line preschool teachers in Henan Province, Mainland, China, were selected to disseminate questionnaires. The overall mean score for emotional labor among preschool teachers was 3.90, indicating that these teachers are required to perform a great deal of emotional labor at work. Deep acting received the highest score, surface acting the second highest, and natural acting the lowest. There were considerable differences in emotional labor based on gender, kindergarten type, marital status, age, and job position. The correlation analysis revealed a significant positive relationship between preschool teachers’ emotional labor and job satisfaction. A regression analysis revealed that deep acting positively predicted job satisfaction by a mean of 28.4%.
Co-Authors Pek, Lim Seong