Next Article in Journal
An Age-Friendly Living Environment as Seen by Chinese Older Adults: A “Photovoice” Study
Previous Article in Journal
Mediation of the Physical Activity and Healthy Nutrition Behaviors of Preschool Children by Maternal Cognition in China
Article Menu

Export Article

Open AccessArticle
Int. J. Environ. Res. Public Health 2016, 13(9), 907; doi:10.3390/ijerph13090907

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

1
Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
2
Department of Curriculum and Instruction, School of Educational Science, South China Normal University, Guangzhou 510631, China
*
Author to whom correspondence should be addressed.
Academic Editor: Derek Clements-Croome
Received: 11 July 2016 / Revised: 21 August 2016 / Accepted: 8 September 2016 / Published: 13 September 2016
View Full-Text   |   Download PDF [706 KB, uploaded 13 September 2016]   |  

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. View Full-Text
Keywords: emotional job demands; trust in colleagues; emotion regulation; teacher well-being; school environment; mediating effect emotional job demands; trust in colleagues; emotion regulation; teacher well-being; school environment; mediating effect
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Yin, H.; Huang, S.; Wang, W. Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies. Int. J. Environ. Res. Public Health 2016, 13, 907.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Int. J. Environ. Res. Public Health EISSN 1660-4601 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top