Work-family Conflict and Job Burnout among Preschool Teachers: The roles of self-efficacy and resilience
DOI:
https://doi.org/10.18063/cef.v3i5.1189Keywords:
work-family conflict, job burnout, self-efficacy, resilienceAbstract
The current study investigated the relationship between work-family conflict and job burnout in preschool teachers, with a focus on self-efficacy as a potential mediator and resilience as a moderator. We enlisted 42,412 participants (41,574 females; Mean age = 31.43 years, SD = 7.54 years), all of whom were preschool teachers completing self-reported scales. The findings revealed that increased work-family conflict was associated with higher levels of job burnout through reduced self-efficacy, particularly in individuals with lower resilience. These results highlight the importance of fostering harmonious work-family relationships, as well as enhancing self-efficacy and resilience, to improve job performance among preschool teachers. This has significant implications for early childhood education, as teachers with higher job performance and lower burnout are more likely to provide high-quality education, nurturing environments, and positive interactions, which are crucial for the developmental outcomes of young children.
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