The effect of emotional labour on professional well-being among early childhood teachers based on structural equation modelling

Abstract

Abstract This paper strategically classifies the emotional labor of early childhood teachers and explores the relationship between emotional labor, emotional exhaustion, occupational well-being, and occupational self-efficacy based on a five-dimensional model of teachers’ occupational well-being. A structural equation model was developed to explore the mediating effects of early childhood teachers’ psychological capital between surface behavior, passive depth behavior, and occupational well-being, using psychological capital as a mediating variable. Based on the mediation analysis of the structural equation model, parameter identification and parameter design were performed to conduct descriptive statistics, correlation and regression analyses of emotional labor and occupational well-being of kindergarten teachers occupational well-being, and to test the moderating effect of social support in the multimedia context. Deep play significantly and positively predicted the dimensions of emotional well-being, professional well-being, interpersonal harmony, environmental satisfaction, and total occupational well-being scores, i.e., β= 0.35, 0.42, 0.40, 0.21, 0.36, P<0.01.