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

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Liping Guo
Mingming Huang
Yaqin Wang
Song Shi
Manhua Yang
Jing Shuai
Cite this article:  Guo, L., Huang, M., Wang, Y., Shi, S., Yang, M., & Shuai, J. (2022). Effort–reward imbalance and job burnout in preschool teachers: A moderated mediation model. Social Behavior and Personality: An international journal, 50(1), e10284.


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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.

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