The Effect of Challenge-Hindrance Stressors on Teachers' Career Well-Being: The Mediating Role of Work Engagement (Poster 3)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Educational Psychology Poster Session

Abstract

Teacher career well-being is a key issue related to teaching effectiveness, student achievement and educational governance. This study explored the relationship between challenge-hindrance stressors, work engagement and career well-being in the Chinese context. A quantitative survey method was used to test seven hypothesized relationships among 917 Chinese teachers. The results showed that challenge stress and hindrance stress were significantly positively and negatively related to teachers' work engagement, respectively. Work engagement was significantly positively associated with teachers' career well-being and fully mediated between challenge-hindrance stressors and career well-being. This study provides valuable theoretical implications for enriching the analytical framework of teachers' well-being and expanding the Job Demand-Resource Model.

Authors

• Wenping Liu, East China Normal University

• Fan Yang, Northwest Normal University

• Shuzhen Chen, The Chinese University of Hong Kong