Analysis reveals links between challenge-hindrance stress, professional identity, and emotional labor in Chinese preschool teachers, highlighting occupational coping during COVID-19.
Teaching will bring work stress and affect emotions, as well as require a high level of professional identity. However, few have examined trilateral relationships between work stress (in terms of challenge-hindrance stress), professional identity, and emotional labor among Chinese preschool teachers during COVID-19.
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Zhang et al. (2024) studied this question.
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