Work

Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis

Year: 2024

Type: article

Abstract: This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.

Source: Humanities and Social Sciences Communications

DOI: 10.1057/s41599-024-04074-2

Author: Gaoxiang Qu

Institution: China University of Political Science and Law

Language: English

Topic: Occupational Health and Burnout

Subfield: Occupational Therapy

Field: Health Professions

Domain: Health Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,690