Occupational stress and burnout among Japanese early childhood education and care teachers: the mediating role of psychological safety

Background Early childhood education and care (ECEC) teachers in Japan experience high levels of occupational stress, placing them at significant risk of burnout. While organizational support has been explored concerning burnout, limited research has examined the role of psychological safety as a mediating factor in this context.Objective This study investigated the mediating role of psychological safety in the relationship between occupational stress and burnout among ECEC teachers in Japan.Methods A longitudinal data survey was conducted in early May 2023 (Time 1) and late March 2024 (Time 2), with 500 participants completing both surveys. Measures included the Brief Job Stress Questionnaire (Time 1) and Japanese versions of the Burnout and Psychological Safety Scales (Time 2).Results Covariance structure analysis revealed that quantitative job overload had a direct positive association with only emotional exhaustion. Higher job control was associated with lower levels across all dimensions of burnout and was partially mediated by psychological safety. Supervisor support had a direct negative association with only reduced personal accomplishment, while having a significant indirect association with all burnout dimensions through psychological safety. The association of coworker support with burnout was fully mediated by psychological safety.Conclusion These findings underscore the critical role of psychological safety in the relationship between occupational stress and burnout. Notably, they suggest that interventions to enhance psychological safety may effectively prevent burnout among ECEC teachers.