In recent years, there has been considerable attention given to the issue of teacher shortage caused by job dissatisfaction [1]. The demanding workload frequently results in increased pressure on teachers, leading to a high turnover rate and overall dissatisfaction with their jobs [2]. This dissatisfaction can even result in a loss of confidence and enthusiasm towards the teaching profession [3]. Kindergarten teachers face a range of complex responsibilities, including teaching, caregiving, liaising with parents, and acting as social workers. They often encounter intricate, ambiguous, and constantly evolving situations where they have limited access to decision-making information and authority over the curriculum [4]. These factors can create cognitive barriers, causing confusion, anxiety, and stress among teachers. Regrettably, many Kindergarten teachers lack professional training in effectively coping with high levels of occupational stress, emotional involvement, and job engagement, posing challenges to their overall well-being and resulting in job dissatisfaction. This dissatisfaction not only affects their physical and mental health but also has adverse consequences for critical aspects of their professional roles. It can have a cascading effect, impacting the overall educational experience and outcomes for both teachers and students. For instance, when educators experience stress or dissatisfaction, it becomes challenging to maintain a positive and nurturing classroom environment, which affects teaching quality and teacher-student relationships [5, 6]. Research suggests that kindergarten teachers are more prone to leaving the profession [7]. In fact, approximately 40% of Chinese kindergarten teachers desire to pursue alternative careers, exacerbating the issue of teacher attrition in early childhood education [8]. Given the severity of the situation, it is necessary to explore the factors that can enhance job satisfaction among kindergarten teachers.
1.1. Job Satisfaction
Job satisfaction encompasses the extent of positive psychological and physiological feelings that individuals experience toward their working conditions [9]. According to Locke [10], job satisfaction is characterized by pleasurable emotional experiences resulting from positive emotional responses derived from the workplace. On the other hand, Davis and Newstrom [11] define job satisfaction as the range of positive or negative emotional experiences individuals encounter within their work environments. Therefore, teacher job satisfaction can be comprehensively described as an emotional experience, attitude, and evaluation that teachers have towards multiple factors within the school setting. These factors encompass the nature of their work, the work environment, leadership capabilities, management styles, and other relevant aspects. Extensive research has shown that teacher job satisfaction significantly influences teacher enthusiasm, school educational quality, and teacher mental well-being [12–14]. Previous studies examining job satisfaction among kindergarten teachers have primarily focused on exploring factors such as job conditions and environment [15, 16], social support and cooperative relationships [17, 18], career development [19], growth opportunities [20], and work motivation [21, 22]. However, there is a relative scarcity of research investigating the relationship between individual psychological resources and job satisfaction among kindergarten teachers. Therefore, it is imperative to conduct focused investigations that explore the link between individual psychological resources and job satisfaction, particularly within the context of kindergarten teaching. Research efforts in this area not only contribute to our comprehension of the factors that impact psychological well-being among kindergarten teachers, but also offer a solid foundation for educational policymakers and administrators to enhance the overall job satisfaction of kindergarten teachers. By focusing on the cultivation and promotion of individual psychological resources, we can establish a supportive working environment that provides kindergarten teachers with better development opportunities and greater satisfaction. To address the challenges faced by kindergarten teachers and enhance their job satisfaction, researchers have turned their attention to exploring potential strategies, with mindfulness emerging as a promising approach.
1.2. Mindfulness in Teaching
Mindfulness is recognized as a potential protective factor for fostering job satisfaction and promoting individual well-being among kindergarten teachers [23, 24]. Over the past three decades, it has become widely acknowledged as a valuable psychological resource that effectively enhances negative emotions, reduces stress, and promotes individual psychological well-being [25, 26]. Kabat-Zinn defines mindfulness as the deliberate act of directing one’s attention to the present moment without judgment and with a purposeful intention [27]. Individuals who possess elevated levels of mindfulness demonstrate an increased ability to intentionally cultivate awareness [28]. Mindfulness emphasizes being fully present at the moment, observing thoughts and emotions without judgment, and accepting them rather than avoiding, suppressing, or excessively engaging with them [29]. Numerous studies have demonstrated that when teachers incorporate mindfulness into their teaching practices, they experience improved emotional well-being [30, 31], reduced levels of occupational stress [32], and increased job satisfaction [33]. Building on the investigation of mindfulness in education, Frank et al. [34] introduced the concept of “Mindfulness in Teaching,” which emphasizes the crucial importance of teachers’ individual and interpersonal mindfulness within the teaching process. For instance, studies suggest that when teachers develop personal mindfulness, which involves being aware of their own thoughts and emotions in the classroom, they are more effective in managing their psychological well-being. Moreover, adopting an interpersonal mindfulness approach, which entails maintaining open and accepting attitudes toward students, has been shown to facilitate responsive teaching behavior and nurture positive teacher-student relationships [35, 36]. Based on the aforementioned research findings, there are grounds to believe that mindfulness in teaching can enhance teachers’ emotional well-being, reduce stress levels, improve classroom management skills, and ultimately enhance teachers’ job satisfaction. By incorporating mindfulness in teaching practices, teachers can enhance their emotional well-being, reduce stress levels, improve classroom management skills, and ultimately experience increased job satisfaction.
1.3. Teachers’ Self-efficacy
Although the connection between mindfulness and job satisfaction has been proven, empirical studies on the potential mechanism of how mindfulness affects job satisfaction are insufficient. Certain researchers have put forward potential mediating factors, such as self-efficacy and work engagement, in the relationship between mindfulness and job satisfaction. Self-efficacy, in particular, is suggested to be one of the mediating variables connecting teachers' mindfulness and their level of job satisfaction, as there exists a close association between self-efficacy and job satisfaction. Abu-Tineh, Khasawneh, and Khalaileh [37] have emphasized that teachers’ self-efficacy refers to their overall confidence in managing classroom order. It directly or indirectly influences their effectiveness in promoting learning and student engagement [38]. Teachers’ self-efficacy comprehensively impacts their attitudes, behaviors, and mindset when facing teaching challenges and their interactions with children[39]. For instance, when early childhood teachers possess confidence in their professional knowledge and skills to handle daily teaching challenges, they demonstrate greater motivation and resilience to overcome obstacles, ultimately enhancing their job satisfaction. Research consistently shows that when teachers lead high-performing classrooms, it raises peer evaluation and enhances their job satisfaction and sense of educational accomplishment [40, 41]. Additionally, teachers may receive more rewards, recognition, and promotion opportunities, leading to increased satisfaction with self-fulfillment [42]. Therefore, existing research supports a positive correlation between teachers’ self-efficacy and job satisfaction [43]. It is evident that teachers who possess a high level of mindfulness are likely to exhibit a more positive attitude, increased self-awareness, and demonstrate confidence in their professional competencies, leading to a sense of fulfillment in their work. Furthermore, the positive relationship between mindfulness and self-efficacy is also linked to job satisfaction. Training in mindfulness has the potential to enhance an individual's sense of self-efficacy, subsequently contributing to a positive influence on job satisfaction.
1.4. Sense-making Theory
Sense-making theory provides a rich and feasible theoretical framework to explain the influence of mindfulness in teaching on preschool teachers' job satisfaction which can make kindergarten teachers better cope with the uncertainty and challenges in the teaching environment. According to this theory, individuals comprehend and interpret their environment through the process of meaning construction which helps them determine their responses [44, 45]. Drawing on their beliefs, mindset, habits, and internal factors, kindergarten teachers perceive and interpret environmental cues to better understand and address uncertainties and challenges [46, 47]. Furthermore, mindfulness can serve as a protective mechanism for kindergarten teachers, assisting them in mitigating the influence of negative emotions and overcoming cognitive obstacles [48]. By cultivating mindfulness, teachers can observe their emotions and thought patterns, reducing reactivity to negative emotions and enhancing their adaptability to difficulties and challenges [49].This integration of the theory of meaning construction and mindfulness provides a comprehensive approach to supporting kindergarten teachers in effectively managing their occupational challenges and fostering a positive teaching environment. Ultimately, this approach can potentially improve the overall well-being and satisfaction of kindergarten teachers, positively impacting the educational experience and outcomes for both teachers and students.
1.5. Role Maladjustment
Mindfulness in teaching has the potential to enhance teachers’ job satisfaction by improving their self-efficacy. However, it is essential to recognize and address potential negative factors that may arise during the implementation process. Exploring these factors and understanding their direct or indirect influence on the relationship between mindfulness in teaching and job satisfaction is crucial for a comprehensive understanding of this subject matter. One extensively researched category of negative factors is role factors that contribute to work stress [50]. These factors are often referred to as “role incongruity,” which encompasses conflicts, obstacles, or failures individuals encounter while fulfilling their social roles[51]. A wealth of psychological research and practical experience suggests that role maladjustment can serve as a significant contributor to work-related stress [52, 53]. Gaining an understanding of the role maladjustment encountered by teachers can offer valuable insights into the specific challenges they encounter and the potential implications for their job satisfaction [54]. Role maladjustment, including role conflict, role ambiguity, and role overload, can manifest in various social groups as individuals assume specific social roles in their activities [55]. In the context of this study, role maladjustment among kindergarten teachers pertains to the condition characterized by role conflict and role ambiguity experienced in their educational and instructional responsibilities. However, there is a lack of in-depth analysis regarding the significant impact of role maladjustment (i.e., role conflict and role ambiguity) on job stress among kindergarten teachers. The objective of this study is to fill this research gap by considering role maladjustment as a moderating variable and exploring its role in the relationship between educational mindfulness, teachers’ self-efficacy, and job satisfaction.
1.6. Research Objectives and Hypothesis
Understanding the impact of mindfulness in teaching on teachers’ job satisfaction is crucial for improving their well-being and facilitating the development of effective interventions. This study aims to accomplish three primary objectives. Firstly, it investigates the direct influence of mindfulness in teaching on job satisfaction. Secondly, this study investigates the potential mediating role of self-efficacy in the association between mindfulness in teaching and job satisfaction among kindergarten teachers. Additionally, the research explores the moderating effect of role maladjustment, specifically in terms of role conflict and role ambiguity, on the relationships among mindfulness in teaching, job satisfaction, and teacher self-efficacy. By elucidating the mechanisms through which professional experience influences early childhood teachers, valuable insights can be gained regarding the interaction between mindfulness in teaching and job satisfaction. Thus, the study proposes the following hypotheses: 1) Mindfulness in teaching positively predicts teachers’ job satisfaction; 2) Teachers’ self-efficacy mediates the relationship between mindfulness in teaching and job satisfaction; 3) Role maladjustment moderates the direct and indirect relationship between mindfulness in teaching and job satisfaction through teacher self-efficacy. By comprehending the inherent complexity and the interplay with role maladjustment in the teaching profession, a deeper understanding of the factors influencing job satisfaction can be attained. The conceptual model of the research is presented in Fig. 1.