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Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies

Author

Listed:
  • Hongbiao Yin

    (Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Shenghua Huang

    (Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China)

  • Wenlan Wang

    (Department of Curriculum and Instruction, School of Educational Science, South China Normal University, Guangzhou 510631, China)

Abstract

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers’ work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications for the improvement of school environments and teachers’ well-being are identified.

Suggested Citation

  • Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    • Handle: RePEc:gam:jijerp:v:13:y:2016:i:9:p:907-:d:78128
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    References listed on IDEAS

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    1. Wang, Wenyan & Yin, Hongbiao & Huang, Shenghua, 2016. "The missing links between emotional job demand and exhaustion and satisfaction: testing a moderated mediation model," Journal of Management & Organization, Cambridge University Press, vol. 22(1), pages 80-95, January.
    2. Kurt T. Dirks & Donald L. Ferrin, 2001. "The Role of Trust in Organizational Settings," Organization Science, INFORMS, vol. 12(4), pages 450-467, August.
    3. Xiuping Yao & Meilin Yao & Xiaoli Zong & Yulan Li & Xiying Li & Fangfang Guo & Guanyu Cui, 2015. "How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor," IJERPH, MDPI, vol. 12(10), pages 1-13, October.
    4. Jahanvash Karim & Robert Weisz, 2011. "Emotional Intelligence as a Moderator of Affectivity/Emotional Labor and Emotional Labor/Psychological Distress Relationships," Post-Print hal-01796441, HAL.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

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    2. Miao Lei & Gazi Mahabubul Alam & Aminuddin bin Hassan, 2023. "Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)," Sustainability, MDPI, vol. 15(11), pages 1-17, May.
    3. Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
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    5. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    6. Ángel Abós & Javier Sevil-Serrano & Lisa E. Kim & Robert M. Klassen & Luis García-González, 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale," IJERPH, MDPI, vol. 16(18), pages 1-16, September.
    7. Sergio Mérida-López & Natalio Extremera & Nicolás Sánchez-Álvarez, 2020. "The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 17(7), pages 1-15, March.
    8. Greta Mazzetti & Silvia Simbula & Chiara Panari & Dina Guglielmi & Alessio Paolucci, 2019. "“Woulda, Coulda, Shoulda”. Workers’ Proactivity in the Association between Emotional Demands and Mental Health," IJERPH, MDPI, vol. 16(18), pages 1-13, September.
    9. Xin Zheng & Qinyuan Dan & Zhimin Wu & Shengquan Luo & Xinying Peng, 2022. "A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation," IJERPH, MDPI, vol. 19(22), pages 1-15, November.
    10. Mao Zhao & Yating Yu & Kuen Fung Sin, 2024. "The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    11. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    12. Ilaria Buonomo & Caterina Fiorilli & Paula Benevene, 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    13. Wenjie He & Guoxiu Tian & Qiong Li & Laura B. Liu & Jingtian Zhou, 2022. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China," Sustainability, MDPI, vol. 14(19), pages 1-16, October.
    14. Sergio Mérida-López & Natalio Extremera & Maria José Chambel, 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement," IJERPH, MDPI, vol. 18(10), pages 1-14, May.

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