Primary school teachers’ coping styles and job burnout: The mediating role of psychological harmony

We explored the concurrent impact of positive coping styles and psychological harmony on primary school teachers’ job burnout, and the mediating role of psychological harmony in the relationship between positive coping styles and job burnout. Participants were 804 Chinese primary school teachers, who completed the Maslach Burnout Inventory‐General Survey, the Coping Style Scale, and the Psychological Harmony Scale. The results showed there were significant negative correlations between job burnout and the two psychological structures of positive coping styles and psychological harmony. Use of positive coping styles directly affected primary school teachers’ job burnout and also indirectly affected their job burnout through the mediator of psychological harmony. Implications of the findings are discussed.