Navigating Teacher Professionalism: The Influence of Challenge and Hindrance Stress Through Work Passion
Year: 2025
Type: article
Study design: Observational Study
Abstract: ABSTRACT The challenge‐hindrance stress framework has received little attention in teacher professional development. This study explored challenge‐hindrance stress and its relationship to teachers’ work passion and professionalism in the Chinese education improvement context. A sample of 917 middle school teachers was investigated, and structural equation modeling was employed to analyze the data. The results revealed that challenge stress was positively related to work passion and teacher professionalism, while hindrance stress was negatively with teacher work passion and teacher professionalism. Meanwhile, teacher work passion mediated the relationship between challenge‐hindrance stress and teacher professionalism. This study reconsiders the categorization of teacher stress and sheds light on stress management to enhance teacher professionalism in educational settings.
Source: Psychology in the Schools
DOI: 10.1002/pits.23522
Authors: Shuzhen Chen, Wenping Liu
Institutions: Chinese University of Hong Kong, East China Normal University
Language: English
Topic: Stress and Burnout Research
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4409601498