Cargando…
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...
Autores principales: | , , , |
---|---|
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 |
_version_ | 1784813004143984640 |
---|---|
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. |
format | Online Article Text |
id | pubmed-9583142 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT peishuimei anempiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT chenzhaojun anempiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT zhangxingxia anempiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT guojianpeng anempiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT peishuimei empiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT chenzhaojun empiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT zhangxingxia empiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing AT guojianpeng empiricalstudyontheinfluencingmechanismofchineseuniversityteacherswellbeing |