Emotional well-being and performance of middle leaders: The role of organisational trust in early childhood education

Purpose: The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic. 

Design/methodology/approach: A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation. 

Findings: Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research. 

Research limitations/implications: Further studies may put efforts towards improving these three outcomes synchronously. 

Practical implications: Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE). 

Originality/value: This study established the empirical linkages between school trusts, emotional well-being and job performance. Copyright © 2023 Emerald Publishing Limited.