Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

Ding, Jinliang; Xie, Zechen

doi:10.2224/sbp.10241

Cited by 19 publications

(24 citation statements)

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“…Professional identity entails a complex synthesis of thoughts, experiences, and behaviors associated with a particular profession and work role. 62 High levels of professional identity are associated with a clear understanding of the job, as well as flexibility to adapt and adjust role expectations. 63 Teachers who strongly identify with their profession are more likely than their peers to experience a sense of belonging and congruence between their perceptions of their self-identity and professional identity.…”

Section: Discussionmentioning

confidence: 99%

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The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

Jackson

Noordien

Padmanabhanunni

et al. 2022

INQUIRY

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The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers’ identification with the teaching profession should be considered a priority.

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Section: Discussionmentioning

confidence: 99%

“… 59 , 62 Low levels of professional identity are associated with feelings of insecurity regarding one’s professional value, which can lead to a state of indifference and consequent hopelessness and depression. 62 , 63 …”

Section: Discussionmentioning

confidence: 99%

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

Jackson

Noordien

Padmanabhanunni

et al. 2022

INQUIRY

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“…The higher the score, the higher the degree of identification with the engaged profession. This scale was also proven to be highly reliable and valid in different studies, especially when the instruments were used with Chinese samples [ 16 , 19 ]. Cronbach’s coefficient was 0.93 for this scale in this study.…”

Section: Methodsmentioning

confidence: 99%

“…Psychological empowerment refers to the synthesis of psychological states or cognition experienced by an individual [ 12 , 13 , 14 , 15 ]. Previous research found that both professional identity [ 12 , 16 , 17 ] and career satisfaction [ 18 , 19 , 20 ] are positively correlated with psychological empowerment. According to Cognitive Evaluation Model Theory (CEMT), individuals evaluate themselves and their career condition in conjunction with their own and others’ perspectives, and individuals with positive psychological empowerment would gain a stronger sense of meaning in their work [ 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement

Sun

Zhu

Sun

et al. 2022

IJERPH

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(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement.

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“…Third, the effect of individual resources (here, psychological capital, professional identity and positive coping) was taken into account on the disposition of teacher burnout profiles and the latent transition of different profiles over time. These resource factors were confirmed to be important for teacher burnout [ 6 , 9 , 22 ]. Our study has the potential to produce a variety of information concerning the link between individual resources and burnout profiles and their roles in the transition of different burnout profiles, which is valuable for practical work.…”

Section: Introductionmentioning

confidence: 99%

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

Xie

Huang

Wang

et al. 2022

IJERPH

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To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.

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Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

Cited by 19 publications

References 0 publications

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

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