The relationship between social support and job burnout among mixed-age early childhood teachers: mediating role of psychological resilience and moderating role of self-efficacy

This study elucidates the pathway mechanism through which social support alleviates job burnout by enhancing psychological tenacity, while also clarifying the dual role of self-efficacy as both a catalyst and a boundary condition in the resource gain process. The results provide empirical evidence for designing targeted social support systems and psychological resilience intervention programs for mixed-age early childhood teachers.