Emotional Well-Being and Performance of Middle Leaders: The Role of Organisational Trust in Early Childhood Education

Autor/inn/en	Yu, Dongqing; Chen, Junjun
Titel	Emotional Well-Being and Performance of Middle Leaders: The Role of Organisational Trust in Early Childhood Education
Quelle	In: Journal of Educational Administration, 61 (2023) 6, S.549-566 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Dongqing) ORCID (Chen, Junjun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-11-2022-0196
Schlagwörter	Foreign Countries; Kindergarten; Leaders; Middle Management; Well Being; Job Performance; Organizational Culture; Trust (Psychology); Psychological Patterns; Pandemics; COVID-19; Principals; Interprofessional Relationship; Young Children; Parents; Early Childhood Teachers; China + Suchen Sie Ihr Suchwort? Ausland; Fachleiter; Mittlere Führungskraft; Well-being; Wellness; Wohlbefinden; Work performance; Arbeitsleistung; Unternehmenskultur; Principal; Schulleiter; Frühe Kindheit; Eltern; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic. Design/methodology/approach: A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation. Findings: Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research. Research limitations/implications: Further studies may put efforts towards improving these three outcomes synchronously. Practical implications: Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE). Originality/value: This study established the empirical linkages between school trusts, emotional well-being and job performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01