Teacher Well-Being in Chinese Universities: Examining the Relationship between Challenge—Hindrance Stressors, Job Satisfaction, and Teaching Engagement

Li, Xu; Guo, Jing; Zheng, Longzhao; Zhang, Qiaoping

doi:10.3390/ijerph20021523

Cited by 16 publications

(8 citation statements)

References 63 publications

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“…For example, the stressors as phrased by B and H were recorded as attributing almost every potential mistake to themselves, excessively questioning their own behaviours and showing fear of providing faulty input in e-teaching and being ashamed of it later. Hence, with regards to the above results of self-blaming and behavioural disengagement issues, we can report that avoidant strategies tend to trigger evasive behaviours and stress-related emotions, and negatively influence the positive perceptions of teachers towards conducting a fruitful online lesson (Hobfoll, 2011;Klapproth et al, 2020;MacIntyre et al, 2020;Nazari et al, 2022;Schipor & Duca, 2021;Xu et al, 2023). In other words, considering the damaging impact of avoidant strategies on stress, it is safe to claim herein that not all coping strategies are invaluable or worth being recommended to achieve successful coping.…”

Section: Extractmentioning

confidence: 92%

“…Their apprehensions were also badly influenced by approach strategies but positively affected by avoidance coping. In the same vein, Xu et al (2023) investigated the impact of stress on 7,743 Chinese instructors' well-being from the aspects of teaching engagement and job satisfaction, aside from coping mechanisms in a face-to-face education context. Having incorporated the participants from 210 universities into the study based on convenience sampling, and gathered data through online surveys, the researchers discovered challenge stressors had a significant influence on teaching engagement, whereas hindrance stressors negatively affected their commitment to the profession.…”

Section: Coping With Stressmentioning

confidence: 99%

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The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context

Ayar

2023

rEFLections

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Stress has been ranked among the prevalent definitions in education where teachers’ time-limited duties, heavy workload, examinations, and potential administrative tasks are concerned and discussed. Particularly with the pandemic, some stress factors (or stressors), such as the sudden transition to online settings with an intense use of technology, have also seemed to impact educators’ professional contentment. By taking that into account, this study set out to examine the strategies that English teachers and instructors use to cope with their perceived stress while speaking in online classes. To that end, 83 English teachers from different education levels in distinct regions of Turkey and 96 instructors affiliated with schools of foreign languages were included in the research. First, a questionnaire developed by the researcher was administered and then, interviews were conducted with eight participants in the second data collection round. Despite having encountered stress occasionally, the majority of the attendees counter-intuitively reported not feeling the severe strain of COVID-19. It was then found that they had adopted mostly functional, approach-oriented, and cognitive strategies in the face of perceived stress. Furthermore, the participants’ adoption of approaches and avoidant styles in light of the brief COPE model also unearthed that they preferred cognitive strategies over behavioural ones. The educators’ seniority, and ways of coping with stress, however, were not significantly correlated. Yet, their digital experiences were more effective in influencing their sense of stress. In light of the findings, some suggestions and implications have been offered to educators in terms of managing stress in synchronous virtual classes.

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Section: Extractmentioning

confidence: 92%

Section: Coping With Stressmentioning

confidence: 99%

The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context

Ayar

2023

rEFLections

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“…The majority of employee well-being studies are only concerned with measuring employee job satisfaction (Capone et al 2023, Xu et al 2023. However, other elements significantly impact employees' well-being.…”

Section: Introductionmentioning

confidence: 99%

Unveiling the Restorative Power of Employees in the context of Biophilic Built Environment: A well-being Perspective

Suresh,

Kumar,

Singh

2023

Int. J. Ecol. Environ. Sci.

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Organizations are integrating nature and greenery into their architecture, recognizing the positive impact on employees' psychological and physiological well-being. Some of the earlier research has shown that interacting with such environments can significantly influence the psychological restoration of employees which is considered a measure of well-being, implying that repeated experience of restoration supports emotional well-being in the longer run. This study investigates the substantial impact of the biophilic index on the psychological restoration of employees. The study follows a correlational research design and data were collected from 70 employees from offices with biophilic designs following purposive sampling method. Correlation and regression analysis were used to analyze the collected data. Biophilia has shown a significant positive correlation and a strong predictive value for psychological restoration, especially, for fascination and being away dimensions. To conclude, environmental patterns and features in architecture benefit the inhabitants, in terms of better restorative capacity leading to better well-being. This study provides implications for designing organizational buildings by incorporating green or biophilic contents in them, hence contributing to organizational sustainability.

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“…When teachers are stressed, it hurts their work engagement and lowers their motivation, energy, and job satisfaction. Xu et al (2023) investigated how challenge-hindering stressors influence teachers' engagement using a well-being perspective and a transactional model of stress and coping, which proposed that university teachers' work commitments offer major challenges to daily work engagement (Zhang & Gan, 2005a). Meanwhile, according to social exchange theory, individuals and their job environments are thought to be a reciprocal exchange of resources.…”

mentioning

confidence: 99%

“…Conflicts with coworkers or students, on the other hand, can reduce teachers' feelings of social support and lead to a decrease in work engagement. According to a 2019 study by Mérida-López (2019), high emotional intelligence elementary teachers can always help teachers remain engaged and receive effective student support (Xu et al, 2023). Second, according to role conflict theory, stress arises when individuals perceive the demands of their various roles as incompatible.…”

mentioning

confidence: 99%

The effect of job stress on secondary school physical education teachers' work engagement: The mediating role of self‐efficacy

Li,

Wang

2023

Psychology in the Schools

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The objective of this study is to investigate how work stress affects work engagement and how self‐efficacy mediates among secondary school physical education teachers. The link between work stress, engagement, and self‐efficacy of secondary school physical education teachers was examined using questionnaires and linear regression analysis with a sample of 400 secondary school physical education instructors from 32 primary and secondary schools in China. The findings indicated that the relationship between work stress and engagement of secondary school physical education teachers was increasing and then decreasing. When work stress exceeds a certain range, work engagement will decrease with the increase, but conversely, appropriate work stress could effectively promote work engagement and reduced the impact of stress on job engagement.

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Teacher Well-Being in Chinese Universities: Examining the Relationship between Challenge—Hindrance Stressors, Job Satisfaction, and Teaching Engagement

Cited by 16 publications

References 63 publications

The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context

The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context

Unveiling the Restorative Power of Employees in the context of Biophilic Built Environment: A well-being Perspective

The effect of job stress on secondary school physical education teachers' work engagement: The mediating role of self‐efficacy

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