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A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

Author

Listed:
  • Xin Zheng

    (Faculty of Education, Southwest University, Chongqing 400715, China)

  • Qinyuan Dan

    (Faculty of Education, Southwest University, Chongqing 400715, China)

  • Zhimin Wu

    (Faculty of Education, Southwest University, Chongqing 400715, China)

  • Shengquan Luo

    (Faculty of Education, Southwest University, Chongqing 400715, China)

  • Xinying Peng

    (Faculty of Education, Southwest University, Chongqing 400715, China
    College of Arts, Chongqing Three Gorges University, Chongqing 404120, China)

Abstract

The position of school principal is emotionally demanding. Principals’ occupational well-being (OWB) can be influenced by their emotional work characteristics, and their emotional regulation plays a critical role. Based on the job demands–resources (JD-R) model, this study investigated the relationships between kindergarten principals’ OWB and its complex antecedents. Specifically, the study examined the influences among emotional job demands and trust in colleagues on kindergarten principals’ OWB factors (job satisfaction and emotional exhaustion), with a particular focus on the role of their emotion regulation strategies. Through an investigation of 618 kindergarten principals in China, the results showed that emotional job demands and trust in colleagues had different influences on principals’ OWB dimensions. Emotional job demands can enhance both principals’ suppression and reappraisal strategies, and trust in colleagues functions as an interpersonal resource for reappraisal. Principals’ emotion regulation strategies mediated the influence of work characteristics on OWB. Reappraisal is an important personal resource that can buffer the influence of work demands on OWB. The results may extend our understanding of principals’ emotional work. The implications on principals’ work and emotion regulation were further discussed.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:15030-:d:973262
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    References listed on IDEAS

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    1. 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.
    2. S. Balzarotti & F. Biassoni & D. Villani & A. Prunas & P. Velotti, 2016. "Individual Differences in Cognitive Emotion Regulation: Implications for Subjective and Psychological Well-Being," Journal of Happiness Studies, Springer, vol. 17(1), pages 125-143, February.
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    Cited by:

    1. 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.

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