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

Author

Listed:
  • Lan Xu

    (Research Center of Higher Education Development, Xiamen University, Xiamen 361005, China)

  • Jing Guo

    (Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong 999077, China)

  • Longzhao Zheng

    (School of Journalism and Communication, Xiamen University, Xiamen 361005, China)

  • Qiaoping Zhang

    (Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong 999077, China)

Abstract

Improving teacher well-being at work is a great challenge worldwide. Understanding the stressors of Chinese university teachers in teaching activities is critical for shedding light on well-being in the midst of the rapid expansion of the higher education system and the quest to rise in world rankings. This study integrates the well-being perspective and the transactional model of stress and coping to investigate the mechanisms underlying the effect of challenge—hindrance stressors on teacher engagement. Data were collected through the online platform SoJump in mainland China (N = 7743), and structural equation modeling was used to test the relationship between challenge—hindrance stressors and teaching engagement. The statistical results revealed the following: (1) challenge stressors had a significant positive effect on teaching engagement, while hindrance stressors were negatively related to teaching engagement; (2) challenge and hindrance stressors were significant negative predictors of teacher job satisfaction; (3) teacher job satisfaction suppressed the impact of challenge stressors on teaching engagement and partially mediated the process by which hindrance stressors impact teaching engagement. The findings suggest that the theoretically opposing effects of the two stressors are not absolute and that special consideration should be given to teachers’ job satisfaction in relation to stress management for university teachers.

Suggested Citation

  • Lan Xu & Jing Guo & Longzhao Zheng & Qiaoping Zhang, 2023. "Teacher Well-Being in Chinese Universities: Examining the Relationship between Challenge—Hindrance Stressors, Job Satisfaction, and Teaching Engagement," IJERPH, MDPI, vol. 20(2), pages 1-18, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:2:p:1523-:d:1035668
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    References listed on IDEAS

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    1. Pearsall, Matthew J. & Ellis, Aleksander P.J. & Stein, Jordan H., 2009. "Coping with challenge and hindrance stressors in teams: Behavioral, cognitive, and affective outcomes," Organizational Behavior and Human Decision Processes, Elsevier, vol. 109(1), pages 18-28, May.
    2. Jane Qiu, 2010. "Publish or perish in China," Nature, Nature, vol. 463(7278), pages 142-142, January.
    3. Jiri Mudrak & Katerina Zabrodska & Petr Kveton & Martin Jelinek & Marek Blatny & Iva Solcova & Katerina Machovcova, 2018. "Occupational Well-being Among University Faculty: A Job Demands-Resources Model," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(3), pages 325-348, May.
    4. Bochen Pan & Xue Shen & Li Liu & Yilong Yang & Lie Wang, 2015. "Factors Associated with Job Satisfaction among University Teachers in Northeastern Region of China: A Cross-Sectional Study," IJERPH, MDPI, vol. 12(10), pages 1-15, October.
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