Effort–reward imbalance and job burnout in preschool teachers: A moderated mediation model

• Liping Guo

  Northwest Normal University

• Mingming Huang

  Inner Mongolia Normal University

• Yaqin Wang

  Teaching and Research Office, Ningxia

• Song Shi

  Nantong University

• Manhua Yang

  Yinchuan No. 1 Kindergarten, Yinchuan

• Jing Shuai

  Ningxia University

To explore the impact mechanism of effort–reward imbalance on job burnout, we surveyed 2,251 preschool teachers using measures of effort–reward imbalance, job burnout, future time perspective, and positive psychological capital. The results show that effort–reward imbalance, positive psychological capital, and future time perspective were significantly related to preschool teachers’ job burnout. Future time perspective mediated the link between effort–reward imbalance and job burnout. Further, the direct effect of effort–reward imbalance on job burnout and the mediating role of future time perspective were both moderated by positive psychological capital, such that they were more significant in preschool teachers with low (vs. high) positive psychological capital. These findings offer guidance for the prevention of job burnout in preschool teachers.

1. Liping Guo, Northwest Normal University
   School of Education
   
2. Mingming Huang, Inner Mongolia Normal University
   School of Psychology
3. Yaqin Wang, Teaching and Research Office, Ningxia
   Department of Education of Ningxia Autonomous Region
4. Song Shi, Nantong University
   School of Education Science
5. Jing Shuai, Ningxia University
   School of Education

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