ORIGINAL RESEARCH article
Front. Public Health
Sec. Occupational Health and Safety
This article is part of the Research TopicGlobal Perspectives on Wellbeing Strategies in Education: A Holistic ApproachView all 6 articles
Unpacking the Impact of Kindergarten Organizational Climate on Teacher Burnout: A Latent Profile Analysis Based on Social Systems and JD-R Theories
Provisionally accepted
- 1Guangzhou University, Guangzhou, China
- 2Xuzhou Academy of Education Sciences, Xuzhou, China
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Guided by the AGIL model from social systems theory and the Job Demands-Resources (JD-R) model, this study employed a person-centered latent profile analysis (LPA) to investigate the heterogeneity in kindergarten teachers' perceptions of organizational climate and its impact on job burnout. A survey of 1,008 kindergarten teachers from China revealed five distinct climate profiles: Controlled, Moderate, Indifferent, Positive, and Authoritative. Membership in these profiles was significantly predicted by demographic variables, including Kindergarten type, kindergarten assessment level and teachers' years of experience. Crucially, the profiles differed significantly across all three dimensions of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Teachers in Positive climates reported the lowest burnout levels, whereas those in Controlled and Indifferent climates experienced the highest. The findings underscore the structural diversity of organizational climates in early childhood settings and their profound psychological consequences. This study provides a theoretical lens for understanding the functional dynamics of educational organizations and offers practical implications for developing tailored, climate-specific strategies to support teacher well-being and sustainable professional development.
Keywords: Organizational climate, burnout, latent profile analysis, Kindergarten Teachers, JD-R model
Received: 19 Sep 2025; Accepted: 17 Nov 2025.
Copyright: © 2025 Wang, Ye, Li, Wang, Qiao and Xiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Tianqi Qiao, qtianqi77@126.com
Jiaxin Xiang, xjx@gzhu.edu.cn
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