The relationship between challenge-hindrance stress, professional identity, and emotional labor of Chinese preschool teachers

Article type: Research Article

Authors: Zhang, Yaqian^a | Wang, Yujiao^{b; c} | Wang, Chonggao^{d; *} | Zhao, Zhibin^{e; *}

Affiliations: [a] Faculty of Education, Beijing Normal University, Beijing, China | [b] Faculty of Education, Northeast Normal University, Changchun, China | [c] Beijing Navigation School, Beijing, China | [d] School of Education, Central China Normal University, Wuhan, China | [e] Faculty of Law, Jilin University, Changchun, China

Correspondence: [*] Address for correspondence: Dr, Chonggao Wang, lecturer, School of Education, Central China Normal University, Wuhan, 430079, China. E-mail: [email protected] and Zhibin Zhao, Doctor student, Faculty of Law, Jilin University, Changchun, 130000, China. E-mail: [email protected].

Abstract: BACKGROUND:Teaching will bring work stress and affect emotions, as well as require a high level of professional identity. However, few have examined trilateral relationships between work stress (in terms of challenge-hindrance stress), professional identity, and emotional labor among Chinese preschool teachers during COVID-19. OBJECTIVE:Based on the conservation of resource theory, this study aimed to examine the relationship between challenge-hindrance stress, emotional labor, and professional identity, as well as explore the mediating effects of professional identity between job stress and emotional labor among Chinese preschool teachers. METHODS:A cross-sectional study was conducted, with 753 preschool teachers completing a self-report questionnaire. Statistical analyses were conducted using SPSS 26.0 and included descriptive statistics, Pearson correlation analysis, regression analysis, and mediation effect testing. RESULTS:Research indicated that 1) challenge-hindrance stress was positively correlated with surface acting (r = 0.21, p < 0.01, and r = 0.28, p < 0.01) but negatively correlated with the expression of naturally felt emotions (r = –0.08, p < 0.05, and r = –0.12, p < 0.01); 2) Challenge-hindrance stress was negatively correlated with professional identity (r = –0.08, p < 0.05, and r = –0.20, p < 0.01); 3) Professional identity exhibited positive correlations with the three dimensions of emotional labor (r = 0.12, p < 0.01; r = 0.64, p < 0.01; and r = 0.56, p < 0.01) and partially mediated the relationship between challenge-hindrance stress and emotional labor. CONCLUSION:The study underscored that challenge-hindrance stress affected emotional labor directly and indirectly through the mediating role of professional identity. Interventions focusing on alleviating work stress and promoting professional identity through comprehensive training could effectively mitigate emotional labor among preschool teachers.

Keywords: Challenge-hindrance stress, emotional labor, professional identity, preschool teachers, mediating effect, the conservation of resource theory

DOI: 10.3233/WOR-230741

Journal: Work, vol. Pre-press, no. Pre-press, pp. 1-14, 2024