# Dark Emotions Are Not Always Bad: The Role of Emotions and Professional Training in Predicting Patterns of Engagement and Burnout Among Preschool Teachers

## TL;DR

Preschool teachers' emotional states and professional training influence their work engagement and burnout, with early-career teachers being especially affected.

## Contribution

This study identifies distinct engagement and burnout profiles among preschool teachers and highlights the role of emotions and ECE training in predicting these profiles.

## Key findings

- Four distinct engagement and burnout profiles were identified among preschool teachers.
- Positive emotions like enjoyment are linked to higher work engagement, while anxiety is linked to burnout.
- Professional ECE training and teaching experience are associated with higher work engagement.

## Abstract

The engagement and burnout profiles of preschool teachers are closely linked to young children’s developmental outcomes. This study investigated engagement and burnout profiles among 529 Chinese preschool teachers in relation to their emotional states, varying experiences, and professional backgrounds. The sample predominantly consisted of early-career educators, with 47.8% aged between 21 and 30 years and 33.1% having 0–5 years of work experience. Using a quantitative cross-sectional design and latent profile analysis (LPA), this study identified four distinct profiles: slightly exhausted (48.58%), moderately burned out (18.53%), engaged (25.90%), and highly burned out (6.99%). Positive emotional states, such as enjoyment, were associated with higher work engagement, while anxiety was associated with a higher probability of belonging to burnout profiles. In contrast, perceived career success and negative emotions like anger did not significantly predict work engagement and burnout profiles. Teachers with extensive teaching experience and pre-service early childhood education (ECE) training were more likely to maintain high work engagement. This study highlights the critical role of emotional states and professional ECE training in promoting preschool teachers’ work engagement and sustainable practice, particularly among early-career teachers.