Promoting Sustainable Teacher Well-Being Through Job and Personal Resources: A One-Year Longitudinal Study

Abstract

This study used a 1-year longitudinal research design to uncover teacher well-being profiles and examine how job and personal resources, including teaching efficacy, staff relations, and psychological suzhi (i.e., a combined set of psychological strengths), were associated with teacher well-being trajectories. Participants (n = 733) were included in the analysis to estimate well-being profiles of teachers recruited in 2018 from schools in China. Approximately 80% of teachers experienced persistent suboptimal occupational well-being. Among teachers who participated in all three waves of data collection (n = 392), those with higher scores in teaching efficacy and psychological suzhi were more likely to belong to the flourishing profile (high satisfaction and low distress) over time. Personal and job resources moderated teachers’ transitions across profiles. Particularly, teachers in the languishing profile (low satisfaction and high distress) with higher teaching efficacy and staff relations tended to show improved well-being in later waves. Those with higher psychological suzhi were more likely to move from the moderate profile to the flourishing profile. The findings inform targeted interventions delivered by school psychologists or administrators for teachers with distinctive well-being profiles. Impact Statement This study highlights how personal and job resources influence teacher well-being in different ways. Perceived efficacy in teaching is essential to prevent teachers from languishing and to promote resilience. Teachers’ psychological strengths help sustain long-term occupational well-being.

Publication Title

School Psychology Review

Link to Full Text

Share

COinS