工作量
心态
心理学
主题分析
压力(语言学)
定性研究
发展心理学
应用心理学
计算机科学
社会学
社会科学
语言学
哲学
人工智能
操作系统
作者
Yuanhua Li,Boby Ho‐Hong Ching,Hannah Xiaohan Wu,Tiffany Ting Chen,Connie Chuting He
标识
DOI:10.1080/09575146.2022.2090518
摘要
This research followed a qualitative design to identify preschool teachers’ mindsets about workload-related stress. Twenty in-service Chinese preschool teachers were invited to delineate their perceived workload-related stress consequences. Directed by a hybrid of inductive and conductive approaches, we conducted thematic content analyses on two rounds of in-depth teacher interviews. Findings suggested that workload-related stress was like a two-edged sword for preschool teachers. On the one hand, teachers regard workload-related stress as enhancing in the aspects of motivating them to shift working strategies, to refine professional learning, to issue teacher leadership, and to mobilize colleague teachers’ teamwork. On the other hand, some teachers’ mindsets focus on the downsides of their workload-related stress, emphasizing its deleterious influences on working efficiencies, emotional wellbeing, as well as its spillover effects on family life. Teachers’ individual-, preschool- and sociocultural-level elements were discussed to explain the patterns of Chinese preschool teachers’ workload-related stress mindset.
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