Exploring burnout among preschool teachers in rural China: a job demands-resources model perspective

Abstract

Rural preschool teachers are increasingly experiencing job burnout, which could lead to their intention to leave and negatively impact education quality. This research explored the prevalence of job burnout among preschool teachers in rural China. It further investigated the potential influence of job-related characteristics on their levels of burnout. This study surveyed 10,581 preschool teachers across 34 counties in 18 provinces in China, utilizing multilevel structural equation models to analyze the situation and factors influencing job burnout. The findings indicate that the situation regarding job burnout among preschool teachers is not encouraging, particularly in the western areas and independent public kindergartens. Job resources were found to be associated with a reduction in burnout, while job demands had the opposite effect. The findings also revealed that job demands served as a mediating variable between job resources and job burnout. Moreover, the results also showed that reduced job burnout among preschool teachers was related to teacher cooperation, decision making, kindergarten resources and salary. On the other hand, role commitments, business issues, and classroom management were associated with increased burnout among preschool teachers. Furthermore, the impact of demands and resources on burnout was found to be intensified by kindergarten variables. To address the issue of burnout, it is essential to recognize the diversity and heterogeneity of kindergartens and take specific measures to reduce work demands while providing adequate and specific resources. Attention should be given to diversity and integration to ensure a positive work environment that can effectively prevent job burnout among preschool teachers.