Does Organizational Commitment Buffer the Relation between Work-to-family Conflict and Emotional Exhaustion in Chinese Preschool Teachers?

References

• Allis, P., & O’Driscoll, M. (2008). Positive effects of nonwork-to-work facilitation on well-being in work, family and personal domains. Journal of Managerial Psychology, 23(3), 273–291. https://doi.org/10.1108/02683940810861383
   Web of Science ®Google Scholar
• Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813. https://doi.org/10.1037/edu0000105
   Web of Science ®Google Scholar
• Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/10.1007/BF02723327
   Google Scholar
• Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
   Google Scholar
• Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD-R approach. The Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 389–411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
   Google Scholar
• Beck, K., & Wilson, C. (2000). Development of affective organizational commitment: A cross-sequential examination of change with tenure. Journal of Vocational Behavior, 56(1), 114–136. https://doi.org/10.1006/jvbe.1999.1712
   Web of Science ®Google Scholar
• Brimeyer, T. M., Perrucci, R., & Wadsworth, M. D. (2010). Age, tenure, resources for control, and organizational commitment. Social Science Quarterly, 91(2), 511–530. https://doi.org/10.1111/j.1540-6237.2010.00705.x
   Web of Science ®Google Scholar
• Brummelhuis, L. L. T., Bakker, A. B., & Euwema, M. C. (2010). Is family-to-work interference related to co-workers’ work outcomes? Journal of Vocational Behavior, 77(3), 461–469. https://doi.org/10.1016/j.jvb.2010.06.001
   Web of Science ®Google Scholar
• Buonocore, F., & Russo, M. (2013). Reducing the effects of work-family conflict on job satisfaction: The kind of commitment matters. Human Resource Management Journal, 23(1), 91–108. https://doi.org/10.1111/j.1748-8583.2011.00187.x
   Web of Science ®Google Scholar
• Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/ correlation analysis for the behavioral sciences. Routledge.
   Google Scholar
• Day, A. L., & Chamberlain, T. C. (2006). Committing to your work, spouse, and children: Implications for work-family conflict. Journal of Vocational Behavior, 68(1), 116–130. https://doi.org/10.1016/j.jvb.2005.01.001
   Web of Science ®Google Scholar
• Demerouti, E., Bakker, A. B., & Bulters, A. J. (2004). The loss spiral of work pressure, work–home interference and exhaustion: Reciprocal relations in a three-wave study. Journal of Vocational Behavior, 64(1), 131–149. https://doi.org/10.1016/S0001-8791(03)00030-7
   Web of Science ®Google Scholar
• Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
   PubMed Web of Science ®Google Scholar
• Dharmanegara, I. B. A., Yogiarta, I. M., & Suarka, I. B. K. (2018). Work-family conflict, family-work conflict and its effect on emotional exhaustion and affective commitment. International Journal of Academic Research in Business and Social Sciences, 8(1), 185–200. https://doi.org/10.6007/IJARBSS/v8-i1/3803
   Google Scholar
• Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504
   Web of Science ®Google Scholar
• El Akremi, A., Colaianni, G., Portoghese, I., Galletta, M., & Battistelli, A. (2014). How organizational support impacts affective commitment and turnover among Italian nurses: A multilevel mediation model. International. Journal of Human Resource Management, 25(9), 1185–1207. https://doi.org/10.10.80/09585192.2013.826713
   Web of Science ®Google Scholar
• Frone, M. R., Yardley, J. K., & Markel, K. S. (1997). Developing and testing an integrative model of the work-family interface. Journal of Vocational Behavior, 50(2), 145–167. https://doi.org/10.1006/jvbe.1996.1577
   Web of Science ®Google Scholar
• Garry, B. H., Maureen, F. D., Michelle, R. T., Anthony, H. W., & Briony, M. T. (2011). Job demands, work-family conflict, and emotional exhaustion in police officers: A longitudinal test of competing theories. Journal of Occupational & Organizational Psychology, 83(1), 237–250. https://doi.org/10.1348/096317908X401723
   Web of Science ®Google Scholar
• Geraldes, D., Madeira, E., Carvalho, V. S., & Chambel, M. J. (2019). Work-personal life conflict and burnout in contact centers: The moderating role of affective commitment. Personnel Review, 48(2), 400–416. https://doi.org/10.1108/PR-11-2017-0352
   Web of Science ®Google Scholar
• Glaser, W., & Hecht, T. D. (2013). Work-family conflicts, threat-appraisal, self-efficacy and emotional exhaustion. Journal of Managerial Psychology, 28(1–2), 164–182. https://doi.org/10.1108/02683941311300685
   Web of Science ®Google Scholar
• Glazer, S., & Kruse, B. (2008). The role of organizational commitment in occupational stress models. International Journal of Stress Management, 15(4), 329–344. https://doi.org/10.1037/a0013135
   Google Scholar
• Goldstein, L. S. (2007). Beyond the dap versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the united states. Early Childhood Research Quarterly, 22(1), 39–54. https://doi.org/10.1016/j.ecresq.2006.08.001
   Web of Science ®Google Scholar
• Gouldner, A. W. (1960). The norm of reciprocity: A preliminary statement. American Sociological Review, 25(2), 161–178. https://doi.org/10.2307/2092623
   Web of Science ®Google Scholar
• Greenhaus, J. H., Allen, T. D., & Spector, P. E. (2006). Research in occupational stress and well-being. In P. L. Perrewé & D. C. Ganster (Eds.), Health consequences of work-family conflict. The dark side of the work-family interface(pp. 61–98). Elsevier.
   Google Scholar
• Gutek, B. A., Searle, S., & Klepa, L. (1991). Rational versus gender role explanations for work -family conflict. Journal of Applied Psychology, 76(4), 560–568. https://doi.org/10.1037/0021-9010.76.4.560
   Web of Science ®Google Scholar
• Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
   Web of Science ®Google Scholar
• Halbesleben, J. R. B., & Bowler, W. M. (2007). Emotional exhaustion and job performance: The mediating role of motivation. Journal of Applied Psychology, 92(1), 93–106. https://doi.org/10.1037/0021-9010.92.1.93
   PubMed Web of Science ®Google Scholar
• Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307–324. https://doi.org/10.1037/1089-2680.6.4.307
   Web of Science ®Google Scholar
• Hu, L.‐t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling,6(1), 1–55.
   Google Scholar
• Janssen, O., Lam, C. K., & Huang, X. U. (2009). Emotional exhaustion and job performance: The moderating roles of distributive justice and positive affect. Journal of Organizational Behavior, 31(6), 787–809. https://doi.org/10.1002/job.614
   Web of Science ®Google Scholar
• Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching & Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
   Web of Science ®Google Scholar
• Korevaar, G. A. G., & Bergen, T. C. M. (1992). Inexperienced and experienced teachers’ differences in reacting and attributing to problematic classroom situations. Beginning Teachers, 32(4), 1–39. https://eric.ed.gov/?id=ED349292
   Google Scholar
• Li, X. W., Guo, Y. F., & Wang, P. P. (2019). Preschool teachers’ job burnout and its relationship with preschool organizational climate and teachers’ teaching efficacy. Teacher Education Research, 31(1), 66–72. https://doi.org/10.13445/j.cnki.t.e.r.2019.01.011
   Google Scholar
• Li, Y. Z. (2016). Emotional intelligence as a moderator in the mental mechanism of emotional exhaustion among preschool teachers: From the perspective of work-family conflict. Studies of Psychology and Behavior, 14(4), 492–500.
   Google Scholar
• Liu, H., & Cheung, F. M. (2015). The role of work-family role integration in a job demands-resources model among Chinese secondary school teachers. Asian Journal of Social Psychology, 18(4), 288–298. https://doi.org/10.1111/ajsp.12103
   Web of Science ®Google Scholar
• Lu, Y. P., & Ji, D. Y. (2017). A study on the work-family conflicts in kindergarten teachers and their relationship with burnout. Studies in Early Childhood Education, 31(1), 23–33. https://doi.org/10.13861/j.cnki.sece.2017.01.003
   Google Scholar
• Marks, S. R. (1977). Multiple roles and role strain: Some notes on human energy, time and commitment. American Sociological Review, 42(6), 921–936. https://doi.org/10.2307/2094577
   Web of Science ®Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
   PubMed Web of Science ®Google Scholar
• Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
   Web of Science ®Google Scholar
• Meyer, J. P., & Maltin, E. R. (2010). Employee commitment and well-being: A critical review, theoretical framework and research agenda. Journal of Vocational Behavior, 77(2), 323–337. https://doi.org/10.1016/j.jvb.2010.04.007
   Web of Science ®Google Scholar
• Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20–52. https://doi.org/10.1006/jvbe.2001.1842
   Web of Science ®Google Scholar
• Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224–247. https://doi.org/10.1016/0001-8791(79)90072-1
   Web of Science ®Google Scholar
• Netemeyer, R. G., Boles, J. S., & McMurrian, R. (1996). Development and validation of work-family conflict and family-work conflict scales. Journal of Applied Psychology, 81(4), 400–410. https://doi.org/10.1037/0021-9010.81.4.400
   Web of Science ®Google Scholar
• Okeke, C., & Dlamini, C. C. (2013). An empirical study of stressors that impinge on teachers in secondary schools in Swaziland. South African Journal of Education, 33(1), 1–12. https://doi.org/10.15700/saje.v33n1a607
   Web of Science ®Google Scholar
• Öztürk, E. B., Karagonlar., G., & Emirza, S. (2016). Relationship between job insecurity and emotional exhaustion: Moderating effects of prevention focus and affective organizational commitment. International Journal of Stress Management, 24(3), 247–269. https://doi.org/10.1037/str0000037
   Web of Science ®Google Scholar
• Panaccio, A., Vandenberghe, C., & Ben Ayed, A. K. (2014). The role of negative affectivity in the relationships between pay satisfaction, affective and continuance commitment and voluntary turnover: A moderated mediation model. Human Relations, 67(7), 821–848. https://doi.org/10.1177/0018726713516377
   Web of Science ®Google Scholar
• Perreira, T. A., Berta, W., & Hebert, M. (2018). The employee retention triad in healthcare: Exploring relationships among organizational justice, affective commitment and turnover intention. Journal of Clinical Nursing, 27(7–8), e1451–e1461. https://doi.org/10.1111/jocn.14263
   PubMed Web of Science ®Google Scholar
• Piperac, P., Terzic-Supic, Z., Todorovic, J., Maksimovic, A., Karic, S., & Santric-Milicevic, M. (2019). Copenhagen burnout inventory on a national representative sample of pre-school teachers. European Journal of Public Health, 29(Suppl._4), 67. https://doi.org/10.1093/eurpub/ckz185.168
   Google Scholar
• Reilly, N. P., & Orsak, C. L. (1991). A career stage analysis of career and organizational commitment in nursing. Journal of Vocational Behavior, 39(3), 311–330. https://doi.org/10.1016/0001-8791(91)90041-J
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147–166. https://doi.org/10.1016/S0885-2006(00)00049-1
   Web of Science ®Google Scholar
• Russo, M., & Buonocore, F. (2012). The relationship between work-family enrichment and nurse turnover. Journal of Managerial Psychology,27(3), 216–236.
   Web of Science ®Google Scholar
• Schmidt, K. H. (2007). Organizational commitment: A further moderator in the relationship between work stress and strain? International Journal of Stress Management, 14(1), 26–40. https://doi.org/10.1037/1072-5245.14.1.26
   Google Scholar
• Schmidt, K. H., & Diestel, S. (2011). The relation of self-control demands to job strain: The moderating role of organizational commitment. Applied Psychology, 61(3), 479–497. https://doi.org/10.1111/j.1464-0597.2011.00479.x
   Web of Science ®Google Scholar
• Shen, B., Mccaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
   PubMed Web of Science ®Google Scholar
• Siegrist, J. (1996). Adverse health effects of high effort-low reward conditions. Journal of Occupational Health Psychology, 1(1), 27–41. https://doi.org/10.1037/1076-8998.1.1.27
   PubMedGoogle Scholar
• Taufek, F. H. B. M., Zulkifle, Z. B., & Sharif, M. Z. B. M. (2016). Sustainability in employment: Reward system and work engagement. Procedia Economics and Finance, 35, 699–704. https://doi.org/10.1016/S2212-5671(16)00087-3
   Google Scholar
• Thakur, S. S. (2012). To study the relationship between burnout and effectiveness of primary school teachers. International Indexed & Referred Journal, 3(30), 15–16.
   Google Scholar
• Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. https://doi.org/10.1080/01443410903494460
   Web of Science ®Google Scholar
• Vandenberghe., C., & Tremblay, M. (2008). The role of pay satisfaction and organizational commitment in turnover intentions: A two-sample study. Journal of Business and Psychology, 22(3), 275–286. https://doi.org/10.1007/s10869-008-9063-3
   Web of Science ®Google Scholar
• Vegchel, N. V., Jonge, J. D., Bosma, H., & Schaufeli, W. B. (2005). Reviewing the effort-reward imbalance model: Drawing up the balance of 45 empirical studies. Social Science and Medicine, 60(5), 1117–1131. https://doi.org/10.1016/j.socscimed.2004.06.043
   PubMed Web of Science ®Google Scholar
• Vegchel, N. V., Jonge, J. D., & Landsbergis, P. A. (2005). Occupational stress in (inter)action: The interplay between job demands and job resources. Journal of Organizational Behavior, 26(5), 535–560. https://doi.org/10.1002/job.327
   Web of Science ®Google Scholar
• Wells, M. B. (2014). Predicting preschool teacher retention and turnover in newly hired head start teachers across the first half of the school year. Early Childhood Research Quarterly, 30(1), 152–159. https://doi.org/10.1016/j.ecresq.2014.10.003
   Web of Science ®Google Scholar
• Williams, R. (2010). Does affective commitment decrease the level of stress reported in teachers? A comparison of primary and secondary school teachers. The Plymouth Student Scientist, 3(2), 142–163. http://hdl.handle.net/10026.1/13916
   Google Scholar
• Zhao, X. Y., & Wang, J. (2016). Relationship between sense of calling and job performance of kindergarten teachers: Mediating role of organizational commitment. Teacher Education Research, 28(6), 59–64. https://doi.org/10.13445/j.cnki.t.e.r.20161222.014
   Google Scholar
• Zhou, S., Li, X., & Gao, B. (2020). Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in china: A serial mediation model. Children and Youth Services Review, 113, 104997. https://doi.org/10.1016/j.childyouth.2020.104997
   Web of Science ®Google Scholar