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An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing

Current studies on teachers’ wellbeing are mainly on lowering stress or burnout. Few studies have noted that faculty wellbeing is related to teaching activities. Teaching engagement and teaching experience are important predictor variables of teachers’ wellbeing, but the internal and external influe...

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Autores principales: Pei, Shuimei, Chen, Zhaojun, Zhang, Xingxia, Guo, Jianpeng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9583142/
https://www.ncbi.nlm.nih.gov/pubmed/36275306
http://dx.doi.org/10.3389/fpsyg.2022.970593
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author Pei, Shuimei
Chen, Zhaojun
Zhang, Xingxia
Guo, Jianpeng
author_facet Pei, Shuimei
Chen, Zhaojun
Zhang, Xingxia
Guo, Jianpeng
author_sort Pei, Shuimei
collection PubMed
description Current studies on teachers’ wellbeing are mainly on lowering stress or burnout. Few studies have noted that faculty wellbeing is related to teaching activities. Teaching engagement and teaching experience are important predictor variables of teachers’ wellbeing, but the internal and external influencing mechanisms of teachers’ wellbeing have not been clearly revealed. Based on the survey data of 7,408 teachers from 271 undergraduate colleges and universities across China, the internal and external influencing mechanisms of teaching engagement and teaching experience on teachers’ wellbeing were investigated through multicluster structural equation modeling. The results were that teachers’ wellbeing was influenced by both teaching engagement and teaching experience. Among teaching engagement, teachers’ pre-class preparation and post-class communication positively influenced teaching experience, but in-class delivery negatively influenced teaching experience. Teaching experience partially mediates the relationship between engagement and wellbeing. At the level of internal influence, the more teachers identify with and feel accomplished by teaching, the more they invest time and energy in teaching; at the level of external influence, the school environment, leadership, and colleague support affect teachers’ wellbeing through the teaching experience. Universities should offer good teaching hardware and software for teachers, provide adequate teaching support, especially encourage teacher-student communication after class, weaken the rigid constraints and controls on teachers’ teaching in class, give teachers enough teaching autonomy, and reduce their teaching burden to inspire teachers to be more actively involved in teaching, improve their teaching experience, and thus enhance their sense of wellbeing.
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spelling pubmed-95831422022-10-21 An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing Pei, Shuimei Chen, Zhaojun Zhang, Xingxia Guo, Jianpeng Front Psychol Psychology Current studies on teachers’ wellbeing are mainly on lowering stress or burnout. Few studies have noted that faculty wellbeing is related to teaching activities. Teaching engagement and teaching experience are important predictor variables of teachers’ wellbeing, but the internal and external influencing mechanisms of teachers’ wellbeing have not been clearly revealed. Based on the survey data of 7,408 teachers from 271 undergraduate colleges and universities across China, the internal and external influencing mechanisms of teaching engagement and teaching experience on teachers’ wellbeing were investigated through multicluster structural equation modeling. The results were that teachers’ wellbeing was influenced by both teaching engagement and teaching experience. Among teaching engagement, teachers’ pre-class preparation and post-class communication positively influenced teaching experience, but in-class delivery negatively influenced teaching experience. Teaching experience partially mediates the relationship between engagement and wellbeing. At the level of internal influence, the more teachers identify with and feel accomplished by teaching, the more they invest time and energy in teaching; at the level of external influence, the school environment, leadership, and colleague support affect teachers’ wellbeing through the teaching experience. Universities should offer good teaching hardware and software for teachers, provide adequate teaching support, especially encourage teacher-student communication after class, weaken the rigid constraints and controls on teachers’ teaching in class, give teachers enough teaching autonomy, and reduce their teaching burden to inspire teachers to be more actively involved in teaching, improve their teaching experience, and thus enhance their sense of wellbeing. Frontiers Media S.A. 2022-10-06 /pmc/articles/PMC9583142/ /pubmed/36275306 http://dx.doi.org/10.3389/fpsyg.2022.970593 Text en Copyright © 2022 Pei, Chen, Zhang and Guo. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Pei, Shuimei
Chen, Zhaojun
Zhang, Xingxia
Guo, Jianpeng
An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title_full An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title_fullStr An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title_full_unstemmed An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title_short An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing
title_sort empirical study on the influencing mechanism of chinese university teachers’ wellbeing
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9583142/
https://www.ncbi.nlm.nih.gov/pubmed/36275306
http://dx.doi.org/10.3389/fpsyg.2022.970593
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