Perceived Crisis Management and Post-Traumatic Growth among Chinese Preschool Teachers during COVID-19: Risk Perception as a Moderator

Abstract

This study explored post-traumatic growth among preschool teachers during COVID-19 and investigated associations among post-traumatic growth, perceived crisis management, and risk perception. The participants were 2921 Chinese preschool teachers (96.5% women). Teachers’ reports of post-traumatic growth, perceived crisis management, and risk perception were analyzed by multivariate techniques. The results revealed that preschool teachers’ post-traumatic growth was at an intermediate level, and there was no significant difference in post-traumatic growth by risk level area. Post-traumatic growth was significantly related to risk perception and perceived crisis management, and risk perception appeared to moderate the relationship between perceived crisis management and post-traumatic growth. Our findings highlight the importance of considering the roles of perceived crisis management and risk perception in preschool teachers’ post-traumatic growth. Related suggestions for preschool teachers’ mental health are discussed.

Rising Strong: The Interplay between Resilience, Social Support, and Post-Traumatic Growth among Teachers after the COVID-19 Pandemic

“…Religious/Spiritual Change: the stressful event encourages the individuals to reflect on existential questions and become more aware of life's uncertain and constantly changing nature [22]. Studies that examined post-traumatic growth among teachers and school principals during the pandemic found that social support and positive or adaptive coping strategies [25,26] are positively associated with post-traumatic growth [27,28]. Furthermore, teachers who regulated their emotions effectively reported higher post-traumatic growth [28].…”

Effects of person-job fit on occupational commitment among kindergarten teachers: occupational well-being as mediator and perceived organizational support as moderator

“…Nevertheless, the turnover rate of kindergarten teachers remains considerably elevated, particularly within East Asian societies [1]. The COVID-19 pandemic has had a detrimental effect on the remuneration of these educators, leading to a notable surge in resignations and career changes within the kindergarten teaching sector [2]. Within four months after the outbreak of the epidemic, the turnover rate of kindergarten teachers in China was 19.4% [3], far exceeding the annual turnover rate of teachers in Finland, Singapore and other places of about 4%, and also exceeding the annual turnover rate of preschool and early childhood care teachers in the United States of 15% [4].…”

“…Within four months after the outbreak of the epidemic, the turnover rate of kindergarten teachers in China was 19.4% [3], far exceeding the annual turnover rate of teachers in Finland, Singapore and other places of about 4%, and also exceeding the annual turnover rate of preschool and early childhood care teachers in the United States of 15% [4]. The high turnover rate of kindergarten teachers in China has hindered the smooth implementation of various kindergarten work during the epidemic period, which has aroused the concern of the education community about the low stability of kindergarten teachers [2,3,5]. The considerable rate of turnover observed among kindergarten teachers serves as a crucial obstacle to the progress of early childhood education in China, as indicated by recent research [5][6][7].…”