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<p>This study examined how early childhood education (ECE) teachers’ personal characteristics and job supports relate to their professional identity within a sample of 207 ECE teachers guided by the Job Demands–Resources model. Job resources, but not job control, mediated the associations of teacher characteristics (social support and teaching experience) with professional identity (motivation and teaching self-efficacy). Additionally, job demands moderated the association between job resources and teaching self-efficacy, such that the initially positive relation was weaker under higher job demands. Moderated mediation analyses further indicated that the indirect effects of social support and teaching experience on teaching self-efficacy through job resources declined as job demands increased. These results suggest that job resources are a key mechanism linking teacher characteristics to professional identity, but high job demands constrain this process. Implications for policy and professional development are discussed, emphasizing strategies to improve teacher professional motivation and teaching self-efficacy through supportive work environments.</p>

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Balancing Job Demands and Resources: How Work Conditions Shape Early Childhood Teachers’ Professional Motivation and Teaching Self-Efficacy

  • 期刊论文

  • 发表日期：

    2026年6月22日

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  • Hyun-Joo Jeon,
  • Jamie DeCoster,
  • Emerald Emerald

摘要

This study examined how early childhood education (ECE) teachers’ personal characteristics and job supports relate to their professional identity within a sample of 207 ECE teachers guided by the Job Demands–Resources model. Job resources, but not job control, mediated the associations of teacher characteristics (social support and teaching experience) with professional identity (motivation and teaching self-efficacy). Additionally, job demands moderated the association between job resources and teaching self-efficacy, such that the initially positive relation was weaker under higher job demands. Moderated mediation analyses further indicated that the indirect effects of social support and teaching experience on teaching self-efficacy through job resources declined as job demands increased. These results suggest that job resources are a key mechanism linking teacher characteristics to professional identity, but high job demands constrain this process. Implications for policy and professional development are discussed, emphasizing strategies to improve teacher professional motivation and teaching self-efficacy through supportive work environments.