Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers

Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers

• Leung, Tuen Yung Iris The Education University of Hong Kong
• Lam, Chun Bun Ian The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Early Childhood Education Journal, 2024

Springer

2024

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary

Mindfulness Self-compassion Physical Well-being Psychological Well-being Occupational Well-being Chinese Kindergarten Teachers

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

As the caregivers and educators of young children, kindergarten teachers often have to make spontaneous decisions and deal with challenging situations on a daily basis. The well-being of kindergarten teachers is of interest to parents, teacher trainers, and policymakers, as whether kindergarten teachers do well physically, psychologically, and occupationally has important implications for young children—the future pillars of society. Therefore, it is important to examine factors that may contribute to our understanding of the well-being of kindergarten teachers. This cross-sectional study examined whether mindfulness was linked to Chinese kindergarten teachers’ physical, psychological, and occupational well-being and tested self-compassion as a mediator. Online questionnaire data were collected from 336 kindergarten teachers working in Hong Kong, China (mean age = 31.6 years; 86% of them were women). Kindergarten teachers rated their physical well-being (indicated by physical health and voice disorder symptoms), psychological well-being (indicated by life satisfaction and depressive symptoms), and occupational well-being (indicated by job satisfaction and turnover intentions) as well as their mindfulness and self-compassion. Structural equational modeling revealed that mindfulness was associated with all three aspects of well-being and self-compassion mediated such associations. Theoretically, findings highlighted the multidimensional nature of kindergarten teachers’ well-being and the roles of intrapersonal factors—such as mindfulness and self-compassion—in understanding it. Practically, findings pointed to the potential utility of supporting kindergarten teachers’ well-being by targeting their mindfulness and self-compassion. Copyright © 2024 The Author(s).

• English

Journal Articles

• 10823301

• 10.1007/s10643-024-01819-1

https://bibliography.lib.eduhk.hk/bibs/a90ee40b

2025-06-16