The Complex Dynamics of Effort-Reward Imbalance Among Preschool Teachers in Rural China: Insights from a Moderated Mediation Model
In the evolving landscape of educational psychology, understanding the occupational well-being of preschool teachers has garnered significant attention, particularly in underserved regions. A groundbreaking study conducted by Wang, Gu, Jin, and colleagues in 2025 shines a spotlight on the intricate relationship between effort-reward imbalance and the occupational well-being of preschool educators in rural China. The investigation employs a sophisticated moderated mediation model to unravel the complex psychological and social mechanisms underlying these professionals’ daily experiences. This research not only fills a critical gap in the literature but also offers actionable insights into improving teacher welfare amidst demanding working conditions.
Preschool teachers in rural China face unique challenges that stem from socio-economic disparities, limited institutional support, and community expectations. The traditional concept of effort-reward imbalance (ERI)—a framework originally conceptualized in occupational health psychology—provides a robust lens through which to examine how teachers perceive the fairness of their efforts versus the rewards they receive. ERI postulates that when employees feel that the effort they invest in their work is not adequately compensated by rewards such as salary, recognition, or career advancement, stress and dissatisfaction are likely to ensue. This principle, when applied to rural preschool educators, reveals systemic vulnerabilities that have profound psychological and career-related repercussions.
The study’s methodology exemplifies an advanced quantitative approach designed to capture the nuanced interplay between various psychological constructs. By employing a moderated mediation model, the research team explores not only the direct effect of ERI on well-being but also how other contextual variables may mediate or moderate this relationship. This analytical strategy allows for the identification of hidden pathways and conditional effects, deepening the understanding of how occupational stress manifests in educational environments where resources are scarce and support infrastructures remain fragile.
One key mediator examined in the study is the teachers’ perceived social support, which serves as an essential psychological buffer against the negative consequences of effort-reward imbalance. In rural communities, where institutional support structures are often deficient, the role of social networks—colleagues, family, and community members—becomes increasingly critical. The findings suggest that social support can partially mitigate the adverse effects of ERI by promoting resilience and emotional well-being. This highlights the importance of fostering supportive work environments and community engagement as integral components of teacher well-being interventions.
Moreover, the research investigates a moderating variable that further complicates the association between ERI and well-being: personal coping mechanisms. Teachers’ individual differences in managing stress, such as problem-focused strategies or emotional regulation skills, significantly influence how effort-reward imbalance translates into psychological outcomes. The moderated mediation model thus reveals that occupational well-being is not merely a function of external work-related stressors but is also contingent upon internal psychological resources. This layered analysis underscores the need for holistic approaches to teacher support that incorporate both systemic reforms and individualized mental health resources.
The implications of these findings extend beyond academic curiosity and carry substantial policy relevance. Given the critical role of early childhood education in shaping future generations, the occupational well-being of preschool teachers is vital for educational quality and child development. Chronic stress and dissatisfaction stemming from effort-reward imbalance can lead to increased absenteeism, turnover, and diminished teaching effectiveness, thereby undermining the broader educational ecosystem. Addressing these challenges in rural China calls for targeted policy initiatives that enhance teacher compensation, recognition, and professional growth opportunities in tandem with mental health support services.
In addition to policy measures, the study advocates for the implementation of training programs designed to bolster teachers’ coping skills and foster a culture of mutual support within educational institutions. Such interventions could leverage peer mentoring, stress management workshops, and community-building activities to strengthen social support networks and empower teachers. The moderated mediation framework employed by Wang and colleagues confirms that these psychosocial resources can substantially counteract the deleterious effects of effort-reward imbalances, thereby improving overall occupational well-being.
Importantly, the study’s cultural context—the rural Chinese setting—adds an additional layer of complexity to the interpretation of results. Cultural values relating to collectivism, occupational identity, and perceptions of fairness are embedded deeply in how teachers experience and respond to effort-reward imbalance. The research highlights that in rural China, teachers often face stigmatization and marginalization, which exacerbates the psychological burden imposed by insufficient rewards. These socio-cultural dynamics necessitate culturally sensitive intervention frameworks that respect local norms while promoting equitable work conditions.
The study’s rigorous design and comprehensive data analysis contribute significantly to the field of occupational health psychology and education research. Utilizing structural equation modeling to test the moderated mediation hypotheses ensures robustness in capturing causal and conditional effects. This methodological rigor is crucial for drawing reliable conclusions that can inform intervention design and legislative advocacy. Future research expanding on this model could explore longitudinal trajectories or incorporate biological stress markers to deepen understanding of the physiological correlates of ERI-related stress.
Crucially, the research points toward urgent calls for systemic transformation. The entrenched disparities in rural educational environments must be addressed through multi-tiered strategies involving government agencies, local communities, and educational administrators. Enhancing the transparency and fairness of reward systems—from financial remuneration to social recognition—can break the vicious cycle of disillusionment and burnout that jeopardizes educational quality. Furthermore, integrating mental health services directly into school settings could facilitate timely support for teachers struggling with work-related stress.
As preschool education serves as a foundational stage for cognitive and socio-emotional development, the well-being of teachers profoundly influences not only their own quality of life but also the developmental trajectories of the children they serve. Effort-reward imbalance, when unmitigated, threatens to compromise the pedagogical environment, creating ripple effects across communities. Therefore, addressing ERI is a matter of both occupational justice and educational efficacy—a dual imperative that policymakers and researchers must prioritize.
Wang and colleagues’ study is emblematic of progressive research approaches that blend theoretical innovation with practical relevance. By unveiling the multifaceted nature of ERI through a moderated mediation framework, the research transcends simplistic cause-effect models and embraces the complexity inherent in human occupational experiences. This paradigm invites educators, mental health practitioners, and policy advocates to adopt multi-dimensional approaches in tackling teacher well-being challenges, especially in marginalized rural settings.
In conclusion, the investigative efforts into preschool teachers’ experience of effort-reward imbalance in rural China illuminate critical psychological mechanisms and contextual factors influencing occupational well-being. Addressing these intricate dynamics demands comprehensive, culturally attuned strategies that enhance rewards, cultivate social support, and empower personal coping. This study marks a pivotal step toward fostering sustainable, healthy work environments for educators—an endeavor foundational to nurturing resilient educational communities and future generations alike.
Subject of Research: The relationship between preschool teachers’ effort-reward imbalance and occupational well-being in Chinese rural areas, analyzed through a moderated mediation model.
Article Title: The relationship between preschool teachers’ effort-reward imbalance and occupational well-being in Chinese rural areas: a moderated mediation model.
Article References:
Wang, Y., Gu, L., Jin, M. et al. The relationship between preschool teachers’ effort-reward imbalance and occupational well-being in Chinese rural areas: a moderated mediation model. BMC Psychol 13, 722 (2025). https://doi.org/10.1186/s40359-025-03081-5
Image Credits: AI Generated
