In recent years, education in Taiwan has made tremendous progress, and the importance of early education has gradually been recognized. In accordance with the “Early Childhood Education and Care Act” regulations, kindergarten teachers have served as not only class teachers but also kindergarten directors after the integration of kindergartens and nursery schools. In addition to conducting their original teaching courses, they also need to deal with the administrative tasks given by the school and the Bureau of Education at the same time. Since the workload tends to be excessive, the work-related stress and burnout pose a big threat to physically and mentally. It is critical that we pay attention to and be compassionate about the well-being of preschool educators who provide early care and education. Thus, the aim of this research is to examine relationship among preschool educators’ workplace well-being, work-related stress risk factors, and work-related burnout.
This study applied the quantitative approach, 356 on-line and 24 paper questionnaires. Data analyzed was from the total of 380 preschool educators who work at public or private preschools in Taiwan. Then, the descriptive, correlation and linear regression analysis will be conducted using IBM SPSS Statistics 23 in this study. Results showed that the work-related stress risk factors management of preschool educators was significantly related to their workplace well-being. Work-related stress risk factors management are negatively related to work-related burnout. Work-related burnout is negatively related to workplace well-being. And work-related burnout has partially mediating effect on the relationship between work-related stress risk factors management and workplace well-being. Based on the results, researcher suggests that understanding the situation of preschool teachers, in terms of work stress and physical and mental health conditions, and propose solutions to this result to help preschool educators solve long-standing problems. And enhance their’ workplace well-being eventually.

Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88-115.

Andrew, F. M., & Withey, S. B. (1976). Social indicators of well-being: Americans' perceptions of life quality. New York, NY: Springer Science & Business Media.

Bartell, C. A. (1984). Functions of the executive. Boston Massachusetts: Harvard University Press.

Barriale, J. F. (1984). Exploratory study: burned-out and non-burned-out teachers (Doctoral dissertation). Retrieved from ProQuest LLC. (8423115)

Blase, J. J. (1984). A data based model of how teachers cope with work stress. Journal of Educational Administration, 22(2), 173-191.

Borg, M. G. (1990). Occupational stress in British educational settings: A review. British Journal of Educational Psychology, 10(2), 103-126.

Brinkman, R. (2002). Dealing with People You Can’t Stand: How to Bring Out the Best in People at Their Worst. New York: McGraw-Hill Education.

Baumgartner, J. J., Carson, R. L., Apavaloaie, L., & Tsouloupas, C. (2009). Uncovering common stressful factors and coping strategies among childcare providers. Child & Youth Care Forum, 38(5), 239-251.

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328.

Brown, S., Duffield, J., & Riddle, S. (1995). School effectiveness research: the policy makers’ tool for school improvement? European Educational Research Association Bulletin, 1(1), 6-15.

Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274-284.

Brotheridge, C. M., & Lee, R. T. (2002). Test a conservation of resources model of the dynamics of emotional labor. Journal of Occupational Health Psychology, 7(1), 57-67.

Bullock, A. & Thomas, H. (1997). Schools at the Centre?: A Study of Decentralisation. Routledge: London.

Brough, P., Timms, C., Siu, O. L., Kalliath, T., O’Driscoll, M. P., Sit, C. H., ... & Lu, C. Q. (2013). Validation of the Job Demands-Resources model in cross-national samples: Cross-sectional and longitudinal predictions of psychological strain and work engagement. Human Relations, 66(10), 1311-1335.

Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59-75.

Borg, M. G., & Riding, R. J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17(3), 263-281.

Burke, R. J., & Greenglass, E. (1995). A longitudinal study of psychological burnout in teachers. Human Relations, 48(2), 187-202.

Barford, S. W., & Whelton, W. J. (2010, August). Understanding burnout in child and youth care workers. Child & Youth Care Forum, 39(4), 271-287. Springer US.

Cherniss, C. (1993). The role of professional self-efficacy in the etiology and amelioration of burnout. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 135-149). Washington, DC: Taylor & Francis.

Clark, E. H. (1980). An analysis of occupation stress factor as perceived by public school teacher. (Unpublished doctoral dissertation). Auburn University, USA.

Chou, E. P. (2016). The Relationships Among Mindfulness, Resilience, Workplace Bullying, Job Burnout, and Well-Being. Fu Jen Catholic University, Taipei. [Text in Chinese]

Chiu, H. C. (2010). The Relationships among Junior High School Teachers’ Work Stress, Work Burnout, Resilience and Well-being in Central Taiwan (Unpublished master’s thesis). National Changhua University of Education, Changhua. [Text in Chinese]

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Chou, L. H. (1986). Guoxiao jiaoshi gongzuo yali, kongzhi xinnian yu zhiye juandai guanxi zhi yanjiu (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung. [Text in Chinese]

Chang, M. L. (1991). Guoxiao nüjiaoshi gongzuo yali, gongzuo manyidu yu tuixiu taidu zhī yánjiù (Unpublished master’s thesis). National Chengchi University, Taipei. [Text in Chinese]

Chen, R. M. (2002). The Study of the Relationships between the Teachers’ Job Stress and Job Burnout in the Elementary Schools. (Unpublished master’s thesis). National Taichung University of Education, Taichung. [Text in Chinese]

Chang, Y. C. (2014). A Study of the Relationships among Burnout, Resilience and Sense of Well-being for the Preschool Teachers. Central Taiwan University of Science and Technology, Taichung. [Text in Chinese]

Chamberlain, J. (1995). Back to school: Who’d be a teacher. North and South, 48-59.

Cunningham, W.C. (1983). Teacher burnout-solutions for the 1980s: A review of the literature. The Urban Review,15 (1), 37-51.

Chartered Institute of Personnel and Development. (2007). What’s happening with well-being at work? Retrieved from http://www.cipd.co.uk/NR/rdonlyres/DCCE94D7-781A-485A-A702-6DAAB5EA7B27/0/whthapwbwrk.pdf

Centers for Disease Control and Prevention. (2010). Current depression among adults---United States, 2006 and 2008. Morbidity and Mortality Weekly Report, 59(38), 1229-1235.

Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18(4), 621-656.

Carruthers, C. P., & Hood, C. D. (2004). The power of the positive: Leisure and well-being. Therapeutic Recreation Journal, 38(2), 228-238.

Cooper, C. L., & Marshall, J. (1978). Understanding Executive Stress. London: Macmillan.

Cousins, R., Mackay, C. J., Clarke, S. D., Kelly, C., Kelly, P. J., & McCaig, R. H. (2004). ‘Management standards’ work-related stress in the UK: Practical development. Work & Stress, 18(2), 113-136.

Chaiprasit, K., & Santidhiraku, O. (2011). Happiness at work of employees in small and medium-sized enterprises, Thailand. Procedia-Social and Behavioral Sciences, 25, 189-200.

Carroll, J. X. & White, W. (1982). Theory building: Integration individual and
environmental factors within an ecological Framework. In W. S. Panie (Ed.), Job
Stress and Burnout, 41-60. Beverly Hills, CA: Sage.

Deng, G. M. (1991). Guomin zhongxue xunfu renyuan gongzuo yali, yinying celüe yu zhiye juandai guanxi zhi yanjiu (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung. [Text in Chinese]

Daniels, K. (2000). Measures of five aspects of affective well-being at work. Human Relations, 53(2), 275-294.

Decker, P. J. (1983). The effects of rehearsal group size and video feedback in behavior modeling training. Personnel Psychology, 36(4), 763-773.

Danna, K., & Griffin, R. W. (1999). Health and well-being in the workplace: A review and synthesis of the literature. Journal of Management, 25(3), 357-384.

Emmons, R. A. (1999). The psychology of ultimate concerns: Motivation and spirituality in personality. New York, NY, US: Guilford Press.

European Commission. (2000). Guidance on Work-related Stress. Spice of Life or Kiss of Death? Luxembourg: Office for Official Publications of the European Communities.

Edelwich, J., & Brodsky, A. (1980). Burn-out: Stages of disillusionment in the helping professions, 1. New York: Human Sciences Press.

Fish, A. (2005). An examination of depressive symptoms among preschool teachers and child care providers, comparing the rate of symptoms among this group to the rate of symptoms among the general public (Master’s thesis). Detriot, MI: Wayne State University.

Fullan, M. (1991). The New Meaning of Educational Change. London, UK: Cassell.

Fletcher, B. C. (1991). Work, Stress, Disease, and Life Expectancy. Chichester, UK: Wiley.

Freudenberger, H. J. (1974). Staff burn‐out. Journal of Social Issues, 30(1), 159-165.

Freudenberger, H. J. (1980). Burnout: The high cost of high achievement. New York: Anchor Press.

Fischer, H. J. (1983). A psychoanalytic view of burnout. In B. A. Farber (Ed.). Stress
and burnout in the human service professions. New York: Pergamon Press.

Fortes-Ferreira, L., Peiró, J. M., González-Morales, M. G., & Martín, I. (2006). Work-related stress and well-being: The roles of direct action coping and palliative coping. Scandinavian Journal of Psychology, 47(4), 293-302.

Friesen, D., & Williams, M. J. (1985). Organizational stress among teachers. Canadian Journal of Education, 10(1), 13-34.

Greenglass, E. R., Burke, R. J., & Konarski, R. (1997). The impact of social support on the development of burnout in teachers: Examination of a model. Work & Stress, 11(3), 267-278.

Greene, R.W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Retrieved from http://www.global.factiva.com/en/arch/display.asp

Gosselin, E., Bourgault, P., & Lavoie, S. (2016). Association between job strain, mental health and empathy among intensive care nurses. Nursing in critical care, 21(3), 137-145. doi: 10.1111/nicc.12064

George, J. M., & Jones, G. R. (1999). Understanding and managing organizational behavior(2nd ed.). New York: ddison-Wesley.

George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference 11.0 Update (4th ed.). Boston: Allyn & Bacon.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London, UK: Cassell.

Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.

Holman, D. (2002). Employee wellbeing in call centres. Human Resource Management Journal, 12(4), 35-50.

Holmes, E. (2005). Teacher well-being: Looking after yourself and your career in the classroom. Abingdon, UK: Routledge Falmer.

Huang, P. Y. (2009). Impact of Job Stress on Job Satisfaction and Burnout: A Meta-Analysis. Bulletin of Educational Psychology, 40(3), 439-462. [Text in Chinese]

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.

Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153-162.

Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(2), 297-318.

Hyett, M. P., & Parker, G. B. (2015). Further examination of the properties of the workplace well-being questionnaire (WWQ). Social Indicators Research, 124(2), 683-692.

Health and Safety Executive. (2001). Tackling work-related stress: a managers’ guide to improving and maintaining employee health and well-being. Suffolk, UK: HSE.

Health and Safety Executive. (2004). HSE Management Standards for Tackling Work-related Stress. UK: HSE.

Ivancevich, J. M., Konopaske, R. & Matteson, M. (2005). Organizational behavior and management (7th ed.). New York: McGraw-Hill.

Ilies, R., Schwind, K. M., & Heller, D. (2007). Employee well-being: A multilevel model linking work and nonwork domains. European Journal of Work and Organizational Psychology, 16(3), 326-341.

Jamal, M. (1990). Relationship of job stress and type-A behavior to employees' job satisfaction, organizational commitment, psychosomatic health problems, and turnover motivation. Journal of Human Relations, 43(8), 727-738.

Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.

Ku, J. M. (1989). An exploratory study of teacher turnover in nursery school and kindergarten. Journal of Pingtung Teachers College, 2, 99-138. [Text in Chinese]

Kalker, P. (1984). Teacher stress and burnout: Causes and coping strategies. Contemporary Education, 56(1), 16-19.

Kamerman, S. B. (2000). Early childhood intervention policies: An international perspective. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 613-629). New York, NY, US: Cambridge University Press. doi:10.1017/CBO9780511529320.028

Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192-207.

Karakelle, S., & Canpolat, S. (2008). Analyzing the student relationship styles of the primary school teachers with high burnout level. Egitim ve Bilim, 33(147), 106-120.

Kanji, G. K., & Chopra, P. K. (2009). Psychosocial system for work well-being: On measuring work stress by causal pathway. Total Quality Management, 20(5), 563-580.

Kuo, Y. H. & Hsiao, C.C. (2011). A study on the relationship between job stress and working burnout for junior high school teachers—Moderator is task autonomy. School Administrators, 76, 47-64. [Text in Chinese]

Kaiser, J., Rogers, C. S., & Kasper, A. (1993). Perceptions of well-being among child care teachers. Early Child Development and Care, 87, 15-28.

Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources and symptoms. British Journal of Education Psychology, 48(2), 159-167.

Keyes, C. L. M., Shmotkin, D., & Ryff, C.D. (2002), Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82 (6), 1007-1022.

Karasek, R., & Theorell, T. (1990). Healthy work: stress, productivity, and the reconstruction of working life. New York, NY: Basic Books.

Lin, F. C. (2009). A study on job stress and turnover intention of preschool teachers. Journal of National Pingtung University Education, 32, 65-99. [Text in Chinese]

Lee, H. M. (2003). A study on the relationship among pay satisfaction, job stress and job satisfaction of preschool teacher. Journal of Educational, 11, 115-126.

Land, K. C. (1975). Social indicators models: An overview. In K. C. Land & S. Spilerman (Eds.), Social indicator models (pp. 5–36). New York: Russell Sage Foundation.

Lo, J. F. (2012). Job Stress, Social Support and Job Satisfaction for Public Preschool Teachers as Directors in New Taipei City (Unpublished master’s thesis). Fu Jen Catholic University, Taipei. [Text in Chinese]

Lu, L. (1998). The meaning, measure, and correlates of happiness among chinese people. Humanities and Social Sciences, 8(1), 115-137.

Lan, T. F. (2003). Stress Management: A Total Approach. Taipei: Youth. [Text in Chinese]

Lee, H. M., & Chen, M. T. (2007). The influence of practical intelligence, goal orientation, self-efficacy on job performance of the preschool teachers. Educational Review, 28, 63-99.

Landsbergis, P. A., Diez-Roux, A. V., Fujishiro, K., Baron, S., Kaufman, J. D., Meyer, J. D., ... & Szklo, M. (2015). Job strain, occupational category, and hypertension prevalence: The Multi-Ethnic Study of Atherosclerosis. Journal of occupational and environmental medicine/American College of Occupational and Environmental Medicine, 57(11), 1178-1184. doi: 10.1097/JOM.0000000000000533

Maslach, C. (1982). Burnout: The cost of caring. Englewood Ciffs, NJ: Prentlce-Hall.

Maenapothi, R. (2007). Happiness in the Workplace Indicator (Unpublished master’s thesis). Human Resource Development. National Institute of Development Administration.

Mayo Clinic Staff. (2010). Depression in women: understanding the gender gap. Mayo Foundation for Medical Education and Research. Retrieved from http://www.mayoclinic.com/health/depression/MH00035

Montalvo, A., Bair, J. H., & Boor, M. (1995). Teachers' perceptions of occupational stress factors. Psychological Reports, 76(3), 846-846.

Mackay, C. J., Cousins, R., Kelly, P. J., Lee, S., & McCaig, R. H. (2004). ‘Management Standards’ and work-related stress in the UK: Policy background and science. Work & Stress, 18(2), 91-112.

Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89(1), 169-177.

Maslach, C., & Jackson, S. E. (1984). Burnout in organizational settings. Applied Social Psychology Annual, 5, 133-153.

Maslach, C., Jackson, S.E., & Leiter, M. (1996). MBI: Maslach Burnout Inventory Manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.

Menter, I., Maschamp, Y., Nicholls, P., Ozga, J., & Pollard, A. (1997). Work and Identity in the Primary School: A Post-Fordist Analysis. Buckingham, UK: Open University Press.

Moracco, J. C., & McFadden, H. (1982). The counselor's role in reducing teacher stress. The Personnel and Guidance Journal, 60(9), 549-552.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.

Naylor, C. (2001a). What do British Columbia teachers consider to be the most significant aspects of workload and stress in their work? Vancouver, BC: British Columbia Teachers’ Federation.

Naylor, C. (2001b). Teacher workload and stress. An International Perspective on Human Costs and Systemic Failure. Vancouver, BC: British Columbia Teachers’ Federation.

National Institute for Occupational Safety and Health. (1999). Stress at Work. US: NIOSH.

National Head Start Association. (2012). Retrieved from http://www.nhsa.org/research/research_ bites

Noblet, A., Teo, S. T., McWilliams, J., & Rodwell, J. J. (2005). Which work characteristics predict employee outcomes for the public-sector employee? An examination of generic and occupation-specific characteristics. The International Journal of Human Resource Management, 16(8), 1415-1430.

Organization for Economic Co-operation and Development. (2011). How's life?: Measuring well-being. Paris: OECD.

O'Connor, P. R., & Clarke, V. A. (1990). Determinants of teacher stress. Australian Journal of Education, 34(1), 41-51.

Pollard, A. (1992). Teachers’ responses to the reshaping of primary education. In M. Arnot and L. Barton (Eds.), Voicing Concerns (pp. 104-124). London, UK: Triangle Books.

Parker, D. F., & DeCotiis, T. A. (1983). Organizational determinants of job stress. Organizational Behavior and Human Performance, 32(2), 160-177. doi: 10.1016/0030-5073(83)90145-9

Parker, G. B., & Hyett, M. P. (2011). Measurement of well-being in the workplace: The development of the Work Well-Being Questionnaire. The Journal of Nervous and Mental Disease, 199(6), 394-397.

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141–166.

Remus, I., Kelly, M.S., & Daniel, H. (2007). Employee well-being: A multilevel model linking work and nonwork domains. European Journal of Work and Organizational Psychology, 16(3), 326-341.

Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13-39.

Rasmussen, V., Turnell, A., Butow, P., Juraskova, I., Kirsten, L., Wiener, L., ... & IPOS Research Committee. (2016). Burnout among psychosocial oncologists: an application and extension of the effort–reward imbalance model. Psycho‐Oncology, 25(2), 194-202. doi: 10.1002/pon.3902

Sun, L. C. (2014). The Factorial Structure of Preschool Educators’ Job Stress, Teaching Performance and Its Impact Study. The Journal of Health Sciences, 2(1), 38-59. [Text in Chinese]

Sun, L. W. (2000). A study of early childhood teachers' stress. Journal of National Hsinchu Teachers College, 13, 265-279. [Text in Chinese]

Society for Human Resource Management. (2016). Retrieved from https://www.shrm.org/hr-today/trends-and-forecasting/research-and-surveys/Documents/2016-Employee-Job-Satisfaction-and-Engagement-Report.pdf

Shih, H. Y. (2013). The Relationship Between Corporate Social Responsibility and Employees’ Well-being (Unpublished master’s thesis). National Sun Yat-sen University, Kaohsiung. [Text in Chinese]

Sullivan, K. (1994). The impact of educational reform on teachers’ professional ideologies. New Zealand Journal of Educational Studies, 29(1), 3-20.

Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: The Free Press.

Smith, M., & Bourke, S. (1992). Teacher stress: Examining a model based on context, workload, and satisfaction. Teaching and Teacher Education, 8(1), 31-46.

Schaufeli, W. B., & Greenglass, E. R. (2001). Introduction to special issue on burnout and health. Psychology & Health, 16(5), 501-510.

Smith, K. K., Kaminstein, D. S., & Makadok, R. J. (1995). The health of the corporate body: Illness and organizational dynamics. The Journal of Applied Behavioral Science, 31(3), 328-351.

Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational psychology review, 23(4), 457-477.

Schaufeli, W. B., Maslach, C., & Marek, T. (1993). Series in applied psychology: Social issues and questions. Professional Burnout: Recent Developments in Theory and Research. Philadelphia, PA, US: Taylor & Francis.

Shani, A., & Pizam, A. (2009). Work-related depression among hotel employees. Cornell Hospitality Quarterly, 50(4), 446-459.

Schulte, P., & Vainio, H. (2010). Well-being at work-overview and perspective. Scandinavian Journal of Work, Environment & Health, 36(5), 422-429.

Schabracq, M. J., Winnubst, J. A., & Cooper, C. L. (2003). The handbook of work and health psychology (2nd ed.). Chichester, UK: John Wiley & Sons Ltd.

Tseng, K. S. (2010). The Study of Correlations between Work Stress and Burnout of the Staffs of General Affairs in Taipei County Elementary Schools (Unpublished master’s thesis). National Taipei University of Education, Taipei. [Text in Chinese]

Travers, C. J., & Cooper, C. L. (1996). Teachers under Pressure: Stress in the Teaching Profession. London, UK: Routledge.

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81(3), 737-756.

World Economic Forum. (2012). Retrieved from https://www.weforum.org/reports/well-being-and-global-success

Work and Well-being Ltd. (2014). Retrieved from https://www.workandwellbeing.com/what-is-well-being/

Workplace Health and Safety Queensland. (2016). Retrieved from https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0006/91149/managing-work-related-stress.pdf

Wu, C. R. (2010). Study on the Relationship among Workplace Stress. Burnout and Organizational Health for the Employees of High-tech Industry. Ching Kuo Institute of Management and Health, Tainan. [Text in Chinese]

Wang, C. T. (1988). Youzhiyuan jiaoshi gongzuo zhuangkuang diaocha yanjiu, Journal of Taipei Municipal Teachers College, 19, 101-114. [Text in Chinese]

Warr, P. (1990). The measurement of well‐being and other aspects of mental health. Journal of Occupational Psychology, 63(3), 193-210.

Warr, P. (1994). A conceptual framework for the study of work and mental health. Work & Stress, 8(2), 84-97.

Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). Peer Reviewed: The Physical and Mental Health of Head Start Staff: The Pennsylvania Head Start Staff Wellness Survey, 2012. Preventing chronic disease, 10, 130-171. doi: 10.5888/pcd10.130171

Winefield, A. H., Gillespie, N., Stough, C., Dua, J., Hapuarachchi, J., & Boyd, C. (2003). Occupational stress in Australian university staff: Results from a national survey. International Journal of Stress Management, 10(1), 51-63.

Whitebook, M., Howes, C., & Phillips, D. (1998). Worthy Work, Unlivable Wages: The National Childcare Staffing Study, 1988-1997. Washington, DC: Center for the Childcare Workforce.

Wu, C. S., & Lin, T.Y. (2003). Jiaoshi youyuzheng. Journal of Education Research, 115, 154.

Wu, H., Liu, L., Sun, W., Zhao, X., Wang, J., & Wang, L. (2014). Factors related to burnout among Chinese female hospital nurses: cross‐sectional survey in Liaoning Province of China. Journal of Nursing Management, 22(5), 621-629. doi:10.1111/jonm.12015

Wang, Y., Ramos, A., Wu, H., Liu, L., Yang, X., Wang, J., & Wang, L. (2015). Relationship between occupational stress and burnout among Chinese teachers: a cross-sectional survey in Liaoning, China. International archives of occupational and environmental health, 88(5), 589-597. doi: 10.1007/s00420-014-0987-9

Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219-235. doi:10.1037/0033-2909.98.2.219

Yeh, L. Y. (1998). A Study on the Job Stress and the Ways of Coping for the Director of Elementary school in Taiwan (Unpublished master’s thesis). National Taichung University of Education, Taichung. [Text in Chinese]

Yu, M. N., Hsu, J. J., & Chen, P. L. (2010). The Relationship between Working Hours and Depression of Elementary and Secondary School Teachers: Perspective of Subjective Well-Being. Bulletin of Educational Psychology, 42(2), 229-252.

Yu, M. N., Hsieh, J. C., Lin, S.Y., Chen, P. L., & Tseng, H. C. (2011). Confirmatory Study of Model of Teachers' Subjective Well Being. Psychological Testing, 58(1), 55-85. doi:10.7108/PT.201103.0055. [Text in Chinese]

Yu, S. C., & Yu, M. N. (2006). Comparison of Internet and Paper-and-pencil Questionnaires in Taiwan Using Multi-sample Invariance Approach. Psychological Testing, 53(1), 103-128. doi: 10.7108/PT.200606.0103. [Text in Chinese]