Supervision as a Resource for Mental Health: Empirical Evidence from Kindergarten Educators in Germany

This article investigates the significance of supervision as a protective and empowering resource for early childhood educators in kindergarten settings. Based on a quantitative cross-sectional survey (N = 98), the study examines the relationship between supervision availability and key indicators of psychological well-being, including exhaustion, sleep quality, job satisfaction, and perceived appreciation. Results demonstrate that regular supervision is associated with significantly lower burnout risk and higher emotional resilience. Despite its demonstrable benefits, supervision remains underutilized in the field, primarily due to structural and cultural barriers. Drawing on the Job Demands-Resources model and Conservation of Resources theory, the study discusses supervision as an institutional mechanism for sustainable professional development and workplace health promotion. Practical implications for policy, organizational practice, and further research are outlined.