Elementary School Teachers' Job Burnout And Subjective Well-Being: The Mediating Role Of Emotion Regulation Strategy

In recent years,the study found that the relationship between subjective well-being and job burnout,emotional regulation is closely related to.Job burnout is considered to be an effective predictor of subjective well-being,and the use of emotion regulation strategies is considered to be the key factor to influence the subjective well-being.However,there are few researches on the relationship between job burnout,emotion regulation strategies and subjective well-being.This study aims to explore the influence mechanism of job burnout on subjective well-being of primary school teachers from the perspective of emotion regulation strategies.In this study,we have a primary school in five primary school,Chengguan District of Lanzhou city Qilihe district teachers(including teachers,subject teachers)as the research object,using job burnout scale(MBI-GS)measurement of primary school teachers occupation burnout level and condition,the general well-being scale(GWB)to measure the happiness in all aspects of the situation,and the emotion regulation strategy scale(ERQ)measurement of primary school teachers' emotion regulation strategy use frequency,so as to explore the primary school teachers' job burnout level and condition(emotional exhaustion,depersonalization and reduced personal accomplishment),emotion regulation strategies(cognitive reappraisal and expression suppression)and subjective well-being(control of health concerns and energy,satisfaction and interest,mood,emotion and behavior and the relationship between relaxation and tension).The results of the study showed that primary school teachers' job burnout,general well-being and emotional regulation strategies in teaching age,cognitive reappraisal and personal accomplishment there is a significant difference between the16 and 20 years of seniority in the stage of using cognitive reappraisal of the highest frequency,1-5 years of seniority in the job burnout in achievement reduced sense of the fastest;the dimensions of primary school teachers' burnout(emotional exhaustion,depersonalization and reduced personal accomplishment)were negatively predictiveof overall well-being dimensions;primary school teachers' cognitive reappraisal strategy use frequency was a positive predictor of general well-being scores,expression suppression strategy use frequency is not a significant predictor of subjective sense of happiness.The study also found that the use of cognitive reevaluation strategy plays a partial mediating effect between perceived achievement and behavioral control.The research conclusions provide a theoretical basis for the evaluation and prediction of subjective well-being of primary school teachers.