教育管理教育博士毕业论文指导：JD-R模型下组织氛围影响工作意义感进而影响教师活力的最合适中介理论推荐、理由及机器应用

… Perhaps more important to the workplace, however, extrinsically motivated activities can, … authenticity and vitality. When individuals understand the worth and purpose of their jobs, feel …

… self-determination theory, two studies found that holding an extrinsic, relative to an intrinsic, work … with, dedication to and vitality while on the job) and more negative outcomes (ie higher …

… Vitality at work is an important factor for optimal functioning and sustainable employability. To date, knowledge on how to promote vitality at work is … Vitality at work is most strongly …

The aim of this study was to provide new detailed information concerning the role of basic psychological needs in the relations between social support and work-related vitality. Drawing on the self-determination theory, it was hypothesized that support from both co-workers and supervisors is associated with work-related vitality via the needs of autonomy, competence, and relatedness. The participants were 109 employees in a preventive vocationally oriented intervention program. Results of the regression and bootstrapping analyses were consistent with the hypotheses, suggesting that each need is essential in the indirect association of social support and vitality at work, regardless of the source of the support. Implications for research and practice are discussed.

The present study investigated relations between basic psychological need satisfaction (autonomy, relatedness, and competence), autonomous motivation, and work meaning. With a sample of 462 working adults, we used structural equation modeling to test the incremental validity of including autonomous motivation in a model predicting meaningful work from basic psychological need satisfaction. The satisfaction of autonomy and relatedness needs directly predicted autonomous motivation, while competence need satisfaction directly predicted meaningful work. Mediation analyses supported the incremental contribution of autonomous motivation in the links from autonomy and relatedness to work meaning, but not from competence to work meaning. Our findings provide novel connections between the bodies of literature on Self-Determination Theory and meaningful work. We discuss practical implications for career counselors, organizational leaders, and policymakers, as well as future research directions.

Self-determination theory has shaped our understanding of what optimizes worker motivation by providing insights into how work context influences basic psychological needs for competence, autonomy and relatedness. As technological innovations change the nature of work, self-determination theory can provide insight into how the resulting uncertainty and interdependence might influence worker motivation, performance and well-being. In this Review, we summarize what self-determination theory has brought to the domain of work and how it is helping researchers and practitioners to shape the future of work. We consider how the experiences of job candidates are influenced by the new technologies used to assess and select them, and how self-determination theory can help to improve candidate attitudes and performance during selection assessments. We also discuss how technology transforms the design of work and its impact on worker motivation. We then describe three cases where technology is affecting work design and examine how this might influence needs satisfaction and motivation: remote work, virtual teamwork and algorithmic management. An understanding of how future work is likely to influence the satisfaction of the psychological needs of workers and how future work can be designed to satisfy such needs is of the utmost importance to worker performance and well-being. Technology is changing the nature of work by enabling new forms of automation and communication. In this Review, Gagné et al. describe how self-determination theory can help researchers and practitioners to shape the future of work to ensure that it meets the psychological needs of workers.

While employees actively seek out workplaces that offer meaningful work experiences, the concept of meaningful work remains notably underexplored within the turnover literature. The present study addresses this gap by examining the role of work meaningfulness among knowledge workers and its direct and indirect effects on turnover intentions and job satisfaction through the lens of self-determination theory. Our findings show significant effects on turnover intentions and job satisfaction, with work meaningfulness emerging as a stronger predictor of job satisfaction, while still contributing to reducing turnover intentions. Most extant literature focuses on sources and ways to enhance work meaningfulness. We contribute to more recent research on its relationship with its outcomes especially the link with turnover intentions, offering insight into a relationship that has produced few, but conflicting,results.

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

A current trend in organizational job design is to provide employees increased autonomy to enhance their performance. Using the Job Demands-Resources (JD-R) theory as a working framework, the present study proposes proactive vitality management and work engagement as sequential mediators of this relationship. Thus, we test a parsimonious model that encompasses both individual strategies (i.e., proactive vitality management) and affective-cognitive (i.e., work engagement) factors as explanatory mechanisms in the link between autonomy and performance. Data from 256 Romanian employees were gathered and analyzed via structural equation modeling. The results provided support to our model. Specifically, we found proactive vitality management and work engagement to fully mediate the relationship between autonomy and performance. As such, our model validates the theoretical assumption of the JD-R theory that employees who engage in individual strategies (i.e., proactive vitality management) can capitalize on existing job resources (i.e., autonomy) to increase their well-being (i.e., work engagement) and performance. Furthermore, by identifying proactive vitality management as a mediator in the relationship between autonomy and performance, we provide practitioners with a set of proactive behaviors that can complement resource-replenishing activities (e.g., coffee break) in securing and sustaining high energy levels at work.

… environments contain numerous sources of administrative support that enable faculty to engage in meaningful work. In many institutions, administrators use resource allocation as an …

… organizational and relational resources (climate and trust) over positive individual attributes such as vitality, work … aspirational measure of organizational climate for educators who seek …

Organizational climate has long been recognized as a defining element of institutional effectiveness, yet its subtle influence on teachers’ job satisfaction remains insufficiently decoded in the educational context. This study investigates how teachers perceive their school’s organizational climate and how these perceptions shape their satisfaction through multiple pathways, including autonomy, collegial support, recognition, and leadership quality. Adopting a mixed-methods approach, data were collected from 300 teachers across public and private institutions in Gujarat, Haryana, and Delhi NCR. Quantitative findings reveal a significant positive correlation between perceived supportive climate and job satisfaction, with structural equation modeling identifying leadership and recognition as the strongest mediators. Thematic analysis of qualitative interviews further illustrates that emotional safety, fairness in administrative practices, and meaningful communication collectively construct the felt climate that drives engagement and retention. The study contributes to educational management literature by presenting a multidimensional pathway model connecting organizational climate and teacher satisfaction, offering policy-level insights for sustainable workforce well-being in schools.

Teachers’ mental health is an important factor in ensuring educational quality. From the perspective of positive psychology, this study explores the relationship between teachers’ well-being factors and the organizational context—the perceived school climate, as well as the underlying mechanisms. Based on a survey of 9,680 teachers (Mage = 39.21, SD=10.20; 32.9% male) in China. Participants completed the School Climate Questionnaire, Life Satisfaction Scale and Subjective Vitality Scale et al. The subsequent analysis of the data was conducted using SPSS and Mplus. The results show that school climate has a significantly positively associated with teachers’ well-being indicators (life satisfaction and subjective vitality); teachers’ relatedness need satisfaction and psychological resilience play both individual and serial mediating roles between school climate and well-being indicators (life satisfaction, experience of life meaning, and subjective vitality). Research findings indicate that a positive school climate can enhance teachers’ sense of belonging and psychological resilience, thereby helping to shape their well-being indicators. Therefore, relevant departments should develop integrated strategies from the perspective of establishing a good work environment to jointly maintain the mental health of the teaching staff.

The rapid digital transformation of education systems has profoundly changed teachers’ working conditions, intensified administrative demands, and highlighted territorial and organizational inequalities. In this context, understanding how these dynamics influence teacher engagement is essential for promoting healthy educational organizations. This study examined the factor structure of the UWES-17 and analyzed the relationship between engagement levels and sociodemographic variables in a sample of 314 elementary school teachers from four regions of Chile. Descriptive analyses, exploratory factor analysis with polychoric correlations and unweighted least squares, and confirmatory factor analysis using robust ULS and the Hull method were performed. The results showed a robust two-factor structure—Inspired Vitality and Challenging Commitment—with excellent fit indices. Freeman–Halton exact tests showed that Inspired Vitality was significantly associated with age, gender, region, location, administrative dependency, and professional experience, while Challenging Commitment was associated with gender, region, context, and professional experience. These findings indicate that teacher engagement is influenced by both structural inequalities and individual trajectories. The results underscore the need to strengthen organizational resources, regulate digital intensification, and reduce territorial gaps to promote teacher well-being.

… the "faculty vitality" concept discriminates among professors in meaningful ways regarding … It attempts to uncover factors that foster and sustain vitality among professors in small liberal …

… a significant role in enhancing teacher vitality. Humble leaders can demonstrate tolerance and understanding toward teachers, … Moderation effect of meaningful work on the relationship …

Background: Vitality, as a key component of mental wellbeing, is considered essential within research systems and academic institutions. This study aims to identify the factors associated with the research vitality of faculty members at medical universities. Materials and Methods: This scoping review was conducted in 2024 following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Between April and August 2024, a comprehensive search was performed across databases including PubMed, Embase, Scopus, Web of Science, and ProQuest (based on MeSH), as well as the Persian databases such as Magiran, Noormags, and the Scientific Information Database. A total of 1998 studies were initially retrieved. After removing duplicates and screening the records, 27 studies were ultimately selected for inclusion. The extracted data were summarized, synthesized, and categorized based on the study objectives. Results: The findings were organized into four main categories, ten subcategories, and 66 codes. The main categories included individual factors (e.g., personality traits and professional characteristics), organizational factors (e.g., management style, regulations, and facilities), professional factors (e.g., nature and importance of research), and environmental factors (e.g., interaction and collaboration, rewards and recognition, and institutional values). Conclusions: Policymakers and academic administrators should prioritize enhancing the key factors that influence research vitality across individual, organizational, professional, and environmental domains. Addressing these dimensions can foster greater motivation, creativity, and productivity, among faculty members, ultimately contributing to the improvement of research quality in medical universities.

Organizational climate, that is, the atmosphere surrounding an organization, unites features with individual, organizational, and environmental characteristics that affect the behaviors of individuals within the organization. Burnout is accepted as a syndrome that often occurs in people who work together with others. Faculty members in universities are potential burnout candidates due to their relationships with many students, employees, and administrators. To reduce burnout of the faculty members, it is crucial to maintain a healthy organizational climate. It is also projected that discrepancies in organizational climate can manifest differently between public and private universities. So, the purpose of this study is to examine the effect of organizational climate on the burnout of faculty members at both state and private universities. By using the survey method, 984 responses were collected from faculty members. A covariance-based structural equation modeling was constructed to test the reliability and validity of both the measurement and the structural model. The results of the study supported the hypotheses mostly and indicated that all dimensions of organizational climate negatively influenced faculty members’ emotional exhaustion. While the balanced workload, clarity of task, cohesion, and the ethical dimensions within the organizational climate produced a negative effect on the depersonalization of faculty members, the lack of clarity of task and ethical dimensions contributed negatively to the diminished personal accomplishment. In addition, the study demonstrated that state university faculty members having cohesion dimension of organizational climate were less likely to be exhausted emotionally, whereas cohesion among private university faculty members negatively influenced the depersonalization. Theoretical and practical implications regarding organizational climate dimensions and burnout levels of faculty members were discussed.

Amid ongoing educational reforms and the rapid advancement of the knowledge economy, innovative teaching behaviors are not only closely related to teachers’ professional growth and students’ academic achievement but are also regarded as the key driving force for the evolution of the educational system. Consequently, identifying effective ways to foster teachers’ innovative teaching behaviors has become a central concern in educational psychology and management. Grounded in the Job Demands–Resources framework, this study developed and tested a chained mediation model using survey data from 1165 Chinese elementary and secondary school teachers. The model examines how teachers’ emotional competence fosters innovative teaching behaviors and elucidates the underlying mechanisms. The results revealed that (1) emotional competence significantly and positively predicted innovative teaching behaviors, and (2) teaching efficacy and work vitality served not only as independent mediators but also as sequential mediators in this relationship. These findings extend the understanding of the antecedents of teachers’ innovative behaviors from an emotional perspective, demonstrating that emotional competence, as a critical psychological resource, can be transformed into innovative teaching behaviors through dual “cognitive–motivational” and “energy–motivational” pathways. This study offers both theoretical insights and practical implications for advancing teaching innovation by strengthening teachers’ emotional competence, teaching efficacy, and work vitality.

Introduction Despite previous studies indicating a strong correlation between self-efficacy and occupational well-being, the specific relationship and underlying processes remain unclear among teaching-research officers in primary and secondary schools within China’s ethnic regions. Method This study established a moderated mediation model based on self-efficacy theory and resource conservation theory to investigate the relationship between self-efficacy and occupational well-being among teaching-research officers in China’s ethnic minority regions—the analysis aimed to clarify how work engagement mediates the association and assess the organizational climate’s moderating effect. A questionnaire survey was conducted by convenience sampling, including 240 teaching-research officers, and the mediation model with moderation was analyzed using SPSS and the Process macro plugin. Results The findings indicated: (1) Self-efficacy positively predicted occupational well-being; (2) Work engagement mediated the relationship between self-efficacy and occupational well-being; (3) Organizational climate moderated the relationship between self-efficacy and occupational well-being. Specifically, compared to low organizational climate, high organizational climate significantly enhances the positive predictive effect of self-efficacy on occupational well-being; (4) Organizational climate moderated the relationship between work engagement and occupational well-being. Specifically, compared to high organizational climate, work engagement among teaching-research officers in low organizational climate demonstrated a much stronger positive predictive effect on occupational well-being. Conclusion The findings reveal the underlying mechanisms between self-efficacy and occupational well-being. They also provide significant implications for educational administrators aiming to improve the occupational well-being of teaching-research officers in ethnic minority regions by optimizing their professional development and support systems.

ABSTRACT The purpose of this study is to examine the ways in which equity work enhances professional and personal vitality by analyzing the experiences of four urban principals. This year-long, qualitative multi-case study utilized data from interviews, observations, and time diaries of four K-12 principals characterized as equity-oriented leaders employed in the same urban, public school district. Data was analyzed using a ‘vitality’ framework, which is currently underutilized in the field. This study’s key findings included: 1) principals fostered a sense of vitality in their own careers by empowering others, especially in ways that brought about greater equity; 2) despite the time and attention that change initiatives required, principals’ overall sense of vitality was enhanced through various forms of equity-oriented work; and 3) principals labored to take action to reimagine inequitable practices by leading changes to curriculum and instruction; addressing disciplinary matters in a more constructive, restorative manner; and empowering others, like students, staff, teachers, and future leaders. By helping to understand the sources of principal vitality, this study provides lessons for fostering positive coping and mitigation strategies to address stress and decrease feelings of burnout for equity-oriented leaders.

… testing the mediational role of basic psychological need satisfaction, as de… basic psychological needs for autonomy and relatedness might mediate weekend versus weekday and work …

Self‐determination theory (SDT) postulates that all humans have basic psychological needs for autonomy, competence, and relatedness. SDT scholars employ a necessity logic to define and interpret the roles of psychological need satisfaction for optimal human development. However, traditional regression techniques, often applied to test hypotheses derived from SDT, are unsuitable for testing necessity statements. To achieve a theory‐method alignment, we employed necessary condition analysis (NCA) to examine whether basic psychological needs at work are necessary for employees' intrinsic motivation, identified regulation, life satisfaction, and vigour at work. Study 1's cross‐sectional data (N = 550; Germany) and Study 2's time‐lagged data (N = 417; UK and US) generally support the necessary roles of need satisfaction. Notably, intrinsic motivation and vigour are especially constrained by basic psychological need satisfaction. This research advances SDT by providing more precise accounts of the theory from a necessity‐oriented lens. We also highlight the importance of management practices that can satisfy employees' basic psychological needs at work.

… psychological growth, internalization, and well-being; to test whether use of an overall need … whether the scale used to assess basic psychological needs influenced our results. To this …

This study aimed to provide new information on the relationships between vitality at work and role clarity, role conflict, and psychological basic need satisfaction. Participants of the cross-sectional study were 110 employees in a preventive intervention program. Associations between the focal constructs were examined with regression and bootstrapping analyses. The results suggest that the role clarity is associated with subjective vitality at work through higher autonomy and higher competence, and that role conflict is negatively associated with subjective vitality at work through lower autonomy and lower relatedness. Additionally, an interaction between the role characteristics was observed, suggesting that the strength of the association between role clarity and competence, and the strength of the indirect association between role clarity and vitality through competence may vary depending on the level of role conflict. The findings are consistent with the notion that that managers and co-workers may affect the opportunities of individuals to achieve need satisfaction and feel energized by delineating and negotiating role-related factors at work. Need satisfaction, in turn, is an antecedent of well-being and motivation. Employees should feel able to clarify role ambiguities with their supervisor or co-workers and thus reduce the role conflicts imposed by the expectations of various stakeholders. Limitations of the study include the self-rating methodology, cross-sectional design, and properties of the sample restricting generalizability.

Abstract Today's volatile environment and pressure for continuous improvement require leaders to play a central role in fostering and nurturing employee proactivity. Effective leaders use their communication skills as a key tool to motivate employees to achieve organizational goals. In this study, we tested a model in which leader motivating language (manifested as direction-giving, empathetic, and meaning-making language) fosters the development of employee proactive behavior by shaping a psychological context of meaningfulness and cultivating a motivational state of employee vitality. The findings indicate that the leader motivating language is related directly and indirectly, through psychological meaningfulness, to employee vitality. We also found that psychological meaningfulness and employee vitality are mediating mechanisms through which leader motivating language can result in enhanced employee proactivity. This study advances theory and research on employee proactivity as a contingency of leadership motivating language by integrating three emerging streams of research—relational leadership, relational communication, and proactivity. Theoretical and practical implications are discussed.

… confirms that COR theory does not explain the safety and vitality relationship alone; it … the literature on vitality, ostracism, meaningful work, and one’s sense of psychological safety by …

Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists’ basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (− 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals.

… that must be fulfilled for well-being and vitality to be … on two of these basic psychological needs; namely, the needs for … most effectively meet psychological needs are characterized not by …

The extant literature has identified some variables that are associated with sport coaches’ coaching style, like their basic psychological need satisfaction, their motivation for coaching, and their psychological well-being. Framed from a conceptual framework based on Self-Determination Theory applied to sport coaches, the current study explored how sport coaches’ basic psychological needs are associated with their motivation (intrinsic vs. external), subjective vitality, and coaching behaviors (autonomy-supporting vs. need-thwarting). Participants were 184 Italian sport coaches (males = 65%, Mage = 40.22, SD = 11.55, age range 19–74 years) from the “Centro CONI” project. They were requested to fill out online self-report questionnaires assessing the study variables. Structural equation modeling analyses suggested that sport coaches’ satisfaction of basic psychological needs was associated with higher levels of intrinsic motivation to train as well as with higher levels of vitality that, in turn, were associated with coaching behaviors supporting athletes’ autonomy. Moreover, sport coaches’ frustration of basic psychological needs was associated with higher levels of external motivation to train that, in turn, were associated with higher levels of a need-thwarting coaching style. Overall, the findings provided additional support for understanding how sport coaches’ basic psychological needs relate to their coaching styles.

… managerial need support, basic psychological need satisfaction at work, and work motivation. It … and autonomous motivation were related to outcome variables (ie, vitality and affective …

Objective: This study aims to analyze the influence of leadership and meaningful work on teacher well-being and examine the role of teacher self-efficacy as a mediator and organizational climate support as a moderator. Methodology: This study used a quantitative research approach with an exploratory design. The subject was 210 teachers taken from six residencies in Central Java using random cluster sampling techniques. Data were analyzed using the Structural Equation Modeling technique based on variance, namely Partial Least Square. Results: The results of this study reveal several significant findings. First, teacher-leaders, teacher-meaningful work, and self-efficacy positively and significantly influence honorary teachers’ well-being. Second, teacher-leaders and teachers’ meaningful work positively and substantially influences self-efficacy. Third, teacher-leaders and teachers’ meaningful work positively and significantly influence honorary teachers’ well-being through teacher self-efficacy. Fourth, the supportive organization climate does not mediate teacher-leader and teacher-meaningful work on honorary teacher well-being. Discussion: The discussion are: First, the change in teacher-leader, teacher-meaningful work, and self-efficacy is directly proportional to honorary teachers’ well-being. Second, the change in teacher-leader and teacher-meaningful work is directly proportional to the self-efficacy of honorary teachers. Third, increasing teacher-leader and teacher-meaningful work will be more effective in improving teachers’ well-being if they strengthen teachers’ self-efficacy. Fourth, interventions or changes designed to enhance teacher leadership will have the same effect on teacher well-being regardless of the variation of the supportive organizational climate. Conclusions: The implication is that no single variable determines the well-being of honorary teachers without involving other variables as a practical, non-financial approach.

The two studies presented here examine the effects of teachers’ enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group—in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control group. Qualitative analyses focused on teachers’ daily experiences of meaningful incidents, reflecting their contribution to others. In addition, one-way repeated measures analyses of variance indicated that teachers that acknowledged these incidents reported decreased burnout and increased engagement. In Study 2, the sample comprised 60 Arab and Jewish teachers who completed daily surveys for 12 workdays. Hierarchical linear modeling analyses showed that teachers’ daily SOM was associated with increased engagement on the following day and somewhat increased stress. Thus, the studies highlight teachers’ SOM as a resource that contributes to engagement and can be enhanced intentionally.

BACKGROUND Despite increasing research attention to teachers' emotional states, there remains a significant gap in understanding how educational leaders can effectively mitigate these issues. PURPOSE This study examined a multilevel, moderated mediation model that explored the relationship between responsible school leadership and emotional exhaustion, with the moderating role of teachers' proactive personality and the mediating effect of work meaningfulness. SAMPLE The study utilized data from 739 teachers working in 72 schools across Türkiye. Participants represented a range of school contexts and demographic backgrounds, allowing for examination of both individual and school-level effects. METHOD A multilevel analytical approach was employed to test the hypothesized moderated mediation model, examining both direct and indirect effects of responsible leadership on emotional exhaustion. RESULTS The findings indicate that responsible leadership is directly associated with reduced emotional exhaustion and indirectly linked to lower exhaustion through increased work meaningfulness. Moreover, among teachers with higher levels of proactive personality, responsible leadership was associated with a stronger reduction in emotional exhaustion compared to those with lower levels of proactive personality. CONCLUSION The findings contribute to the current literature by providing empirical evidence that the impact of leadership on teachers' emotional state is likely to vary across teachers with different personality traits.

Engaged teachers demonstrate high levels of motivation and commitment to their work, increasing the likelihood of job retention and enabling them to perform at their best, ultimately benefiting both schools and students. Teacher engagement may be fostered by enhancing workplace spirituality and psychological capital. This study aimed to examine the relationships between and effects of workplace spirituality and psychological capital on work engagement, while also comparing demographic differences affecting these variables. A sample of 123 teachers was recruited from various junior high schools in Taiwan. The measured variables were workplace spirituality (including meaningful work, inner life, and sense of community), psychological capital (covering efficacy, hope, optimism, and resilience), and work engagement (comprising vigor, dedication, and absorption). The results indicate that male teachers exhibited higher levels of hope and overall psychological capital, while older teachers displayed greater optimism and a stronger sense of community. Additionally, strong positive correlations were found among workplace spirituality, psychological capital, and work engagement. Particularly, workplace spirituality and psychological capital were identified as significant predictors of work engagement among junior high school teachers. The implication for school organizations is that enhancing workplace spirituality and psychological capital should be prioritized as strategies to promote work engagement among junior high school teachers.

ABSTRACT This study explores how academy primary school teachers in England view their autonomy, competence, and relatedness, and whether the academy environment supports these wellbeing-related needs better than maintained schools. Five primary educators from academy schools, aged 25 to 53, responded to an online advert and took part in semi-structured interviews. Reflexive thematic analysis was used to analyse the data, revealing four themes: Fading autonomy, Empowering growth, Isolated practice, and Trust me, I know my class. Teachers reported positive views on professional development, with academy schools providing chances for teacher growth and leadership. Educators felt restrictions on independence appeared due to strict adherence to schemes which overlook the creativity of teachers and the needs of learners: factors presumed to influence teachers’ happiness and contentment. Academy trusts’ lack of shared practice was regarded as a failure to support relatedness and minimise workload pressures. The implications of these findings are that academies need to create more opportunities for collaboration to improve the welfare of teachers by creating supportive systems. Classrooms need to be places where autonomy and trust are encouraged. Teachers should be able to use their professional judgement, where an atmosphere is created that meets the needs of educators and students alike.

… well-being, mediated by teacher job satisfaction. Moreover, we argue that teacher learning climate and teacher job … Consistent with the self-determination theory's (Deci & Ryan, 2000) …

Despite growing emphasis on language teachers’ wellbeing over the past years, the wellbeing of early career language has remained largely unexplored. To address this gap, the current qualitative study investigated the perceptions of autonomy support and thwarting among Iranian early career language teachers from the Self-Determination Theory (SDT) perspective. Fifteen early career language teachers (5 males and ten females), were purposefully selected from three private language teaching institutes in Tehran. Data were collected over a six-month period through semi-structured interviews and weekly reflective journals. Thematic analysis was employed to identify recurring patterns and themes in the data. Findings revealed that autonomy-supportive environments fostered teachers’ wellbeing through enhancing intrinsic motivation, professional growth, and job satisfaction, and encouraged teachers to be more effective instructors by enabling them to align their teaching practices with personal values, engage in innovative teaching methods, and pursue skill enhancement opportunities. Participants in supportive contexts reported a harmonious sense of self and described proactive coping strategies, such as seeking collegial support and engaging in reflective practices, to deal with various challenges. Conversely, autonomy-thwarting environments, characterized by micromanagement, limited decision-making authority, and cultural constraints, undermined teachers’ wellbeing as they were associated with feelings of disempowerment, reduced motivation, and professional stagnation. Teachers in these contexts adopted alternative coping strategies, including seeking emotional support from personal networks and engaging in external professional development to counteract the negative effects of thwarting. These findings contribute to the growing body of research on language teacher wellbeing, and underscore the importance of creating autonomy-supportive environments within language teaching institutes, promoting teacher agency, and fostering a sense of ownership among early career teachers.

… theoretical model. The present study used self-determination theory to model the well-being … The present study applied SDT as a conceptual framework in predicting faculty well-being. …

… Results of this study extend theorizing on the key roles played by the school climate and basic needs satisfaction in supporting teachers’ wellbeing. … Self determination theory …

ABSTRACT This study examines the role of learning-centred leadership practices of school principals towards the fulfilment of teachers’ basic psychological needs, which, in turn, predict the wellbeing of teachers. The data was collected from 1124 teachers from 37 primary and secondary schools in Riyadh province of the Kingdom of Saudi Arabia. Structural equation modelling (SEM) was employed to test the hypothetical relationships. The results affirmed the significant effect of school principals’ learning-centred leadership practices on teacher wellbeing via the fulfilment of teachers’ basic psychological needs. The findings provide important insights into how learning-centred school leadership can provide a school environment that would ensure the positive wellbeing of teachers, which, in turn, would lead to better academic achievement of students.

The teaching profession is a critical cornerstone for the success of education in Indonesia. However, maintaining teachers' work motivation poses a significant challenge, particularly in rural areas. This study examines the influence of organizational climate and psychological capital on teachers' work motivation, with need satisfaction serving as a mediating factor. Data were collected from 210 teachers in rural schools using a self-report survey and a convenience sampling technique. Participants completed scales measuring organizational climate, psychological capital, need satisfaction, and intrinsic motivation (interest/pleasure subscale). The study employed quantitative methods, including descriptive analysis of respondent profiles, measurement model analysis, and structural model analysis. Findings from structural equation modeling revealed that both organizational climate and psychological capital significantly influence teachers' work motivation, with need satisfaction acting as a crucial mediator. Organizational climate, as an external factor, significantly impacts need satisfaction and work motivation. Meanwhile, psychological capital, an internal factor, serves as a primary source of need satisfaction, which, in turn, plays a pivotal role in fostering work motivation. These findings underscore the importance of cultivating a supportive work climate and fostering psychological capital to enhance teachers' sense of responsibility and resilience in addressing the complexities of teaching in rural settings. The study highlights the need for a self-determination-oriented teacher culture in rural schools to sustain motivation and improve educational outcomes.

Adaptive workplace outcomes, such as employee work engagement, job performance, and satisfaction are positively associated with physical and psychological well-being, while maladaptive workplace outcomes, including work-related disengagement, dissatisfaction, stress, boredom, fatigue, and burnout, are negatively associated with well-being. Researchers have applied self-determination theory to identify key motivational correlates of these adaptive work-related determinants and outcomes. Research applying the theory has consistently indicated that autonomous forms of motivation and basic psychological need satisfaction are related to better employee performance, satisfaction, and engagement, while controlled forms of motivation and need frustration are associated with increased employee burnout and turnover. Forms of motivation have also been shown to mediate relations between need satisfaction and adaptive workplace outcomes. Despite support for these associations, a number of limitations in research in the field have been identified, which place limits on the inferences that can be drawn. Noted limitations encompass an over-reliance on single-occasion, correlational data; few fit-for-purpose tests of theory mechanisms; and a lack of consideration of key moderating variables. In the current conceptual review, we discuss these limitations in turn, with specific reference to examples from the extant research applying the theory in workplace contexts, and provide a series of recommendations we expect will set the agenda for future studies applying the theory in the workplace. Based on our review, we make three key recommendations: we stress the need for studies adopting experimental and longitudinal designs to permit better inferences (i.e., causal and directional), highlight the need for intervention research to explicitly test mediation effects to provide evidence for theory mechanisms, and outline some candidate moderators of theory effects, including workplace context, job type, pay structure, and causality orientations. We expect these recommendations to set an agenda for future research applying self-determination theory in workplace contexts with a view to filling the current evidence gaps and improving evidential quality.

ABSTRACT This study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed.

Introduction Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. Results The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion Teachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences. Conclusion This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.

… self-determination theory (SDT) (Ryan & Deci, 2000) can account for the factors which promote and inhibit the well-being of early career secondary school teachers (… teacher well-being …

PurposeNo systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly associated well-being as the result of autonomous motivation and basic psychological needs satisfaction, while frustration results in ill-being. The purpose of this study is to integrate the variables identified in empirical studies associated with the occurrence of the phenomena, individual/organizational features and consequences associated with workers' well-being/ill-being.Design/methodology/approachThis systematic review includes 44 empirical studies published up to February 2021. Findings are summarized based on quantitative analysis of the evidence.FindingsResults reinforce the role of self-determined motivation and needs satisfaction in promoting well-being, while amotivation and needs frustration led to ill-being. Besides, they indicate that ill-being can both lead to negative consequences and diminish positive work outcomes. Findings also revealed that: integrated motivation does not seem to be empirically distinct from intrinsic and identified motivation in promoting well-being; introjected motivated behaviors may be less harmful to psychological health than externally oriented ones; the relationship between external motivation and well-being/ill-being requires prospective investigations; and amotivation seems to have a detrimental effect in workers' psychological health.Practical implicationsResults provide practical information for HRM practitioners to design work environments and practices that promote employees' psychological health.Originality/valueAn unprecedented framework that aggregates empirical findings regarding the antecedents, predictors and consequences of ill-being/well-being in working contexts is presented.

… by self-determination theory (SDT; Deci and Ryan 2000), the current research aims to extend existing work by examining the relationships among a social context (ie, work climate), …

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.

Abstract The present study explores the contributions of significant others to 10 Iranian English language teachers’ well-being by drawing on self-determination theory. We define significant others as individuals who play a key role in the emotional dynamics that teachers experience and serve as the impetus for those emotional experiences. Data were collected from questionnaires, narrative frames, and semi-structured interviews. Analyses of the data revealed that significant others contributed to the teachers’ competence (becoming more agentic), autonomy (alignment and emotion labor), and relatedness (interpersonal emotionality) in relation to their well-being. Our findings indicate that significant others define teachers’ relational well-being through shaping their identities, agencies, and emotions in interpersonal interactions and relationships. We also discuss implications for pre-service and in-service teachers as well as for teacher educators, and emphasize the need to develop a more nested understanding of well-being and the myriad of factors influencing it.

Teacher occupational health is a critical issue worldwide that COVID-19 has worsened. While previous research has highlighted the impact of chronic work-related stress and limited personal resources on burnout, much of this research relies on cross-sectional data that do not capture how these effects develop over time. Additionally, the role of positive organizational factors remains underexplored. Our study examined burnout trajectories among 101 Portuguese elementary teachers (94.1% women, M = 46.03 years, 85.6% enrollment rate) over five data collection points spanning the 1st and 2nd COVID-19 waves (2019–2021) and investigated the impact of organizational climate on teacher burnout. Main work-related stressors were identified through an open-ended question. Trajectories of burnout indicators were analyzed using independent ANOVAs, and moderation analyses tested the relationship between organizational climate, occupational stress, and burnout. Results showed a significant drop in perceived personal accomplishment during the first lockdown. Key stressors included greater job demands and more strained interpersonal relationships. Organizational climate significantly moderated the effect of work-related stress on overall burnout and emotional exhaustion and positively predicted personal accomplishment. This research contributes to a strengthened theoretical understanding of burnout as a dynamic, context-sensitive process, offering new empirical evidence, especially in underrepresented educational systems like Portugal. It emphasizes the importance of ad-dressing contextual factors when working to reduce teacher burnout. Rethinking professional development and workplace relationships is essential for supporting teachers’ occupational health in today’s uncertain educational environments.

Orientation: Quality education is dependent on the well-being, engagement, performance and retention of teachers. Meaningful work might affect these employee and organisational outcomes. Research purpose: The aim of this study was to investigate antecedents and outcomes of meaningful work among school teachers. Motivation for the study: Meaningful work underpins people’s motivation and affects their well-being and job satisfaction. Furthermore, it is a significant pathway to healthy and authentic organisations. However, a research gap exists regarding the effects of different antecedents and outcomes of meaningful work. Research approach, design and method: A cross-sectional survey was used with a convenience sample of 513 teachers. The Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Work Engagement Scale, Turnover Intention Scale and a measure of self-rated performance were administered. Main findings: A calling orientation, job design and co-worker relations were associated with meaningful work. A low calling orientation and poor co-worker relationships predicted burnout. A calling orientation, a well-designed job, good co-worker relationships and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intention to leave the organisation. Practical/managerial implications: Educational managers should consider implementing interventions to affect teachers’ calling orientation (through job crafting), perceptions of the nature of their jobs (by allowing autonomy) and co-worker relations (through teambuilding) to promote perceptions of meaningful work. Promoting perceptions of meaningful work might contribute to lower burnout, higher work engagement, better self-ratings of performance and retention of teachers. Contribution/value-add: This study contributes to scientific knowledge regarding the effects of three antecedents, namely a calling orientation, job design and co-worker relationships on meaningful work. It also contributed to knowledge about the effects of meaningful work on employee and organisational outcomes.

The teaching profession plays a central role in shaping educational quality and student development, yet it is increasingly characterized by high job demands and increasing pressures. Against this backdrop, this study examines how individual proactive behaviors (i.e., structural and social job crafting) interact with relational resources (i.e., LMX), to foster teachers’ emotional well-being and professional functioning, drawing on the Job Demands–Resources (JD-R) model and LMX theory. Using cross-sectional survey data from 374 Flemish public secondary school teachers, we investigated the relationships between job crafting, well-being, and performance outcomes, as well as the mediating role of LMX. The results indicate that both forms of job crafting are significantly associated with lower emotional exhaustion and higher teacher enthusiasm and creative performance. Moreover, LMX emerged as a key, yet underexplored, mediating mechanism linking job crafting to teacher well-being and enthusiasm. These findings advance theoretical understanding of how proactive work behaviors translate into positive outcomes in educational contexts and highlight the importance of high-quality leader–teacher relationships. From a practical perspective, the results suggest that encouraging teachers’ job crafting behaviors alongside supportive school leadership may be crucial for fostering sustainable well-being and performance in education.

Relational resources are now recognized as significant factors in workplaces and increasing attention is being given to the motivational impact of giving, in addition to receiving social support. Our study builds on this work to determine the role of such relational mechanisms in work engagement, a concept that simultaneously captures drive and well-being. Data from 182 midwives from two maternity hospitals revealed a best-fit model where perceived supervisor support, social support from peers, prosocial impact on others and autonomy explained 52 percent of variance in work engagement. Perceived prosocial impact acted as a significant partial mediator between autonomy and work engagement. This study provides evidence for the importance of perceived prosocial impact and the role of immediate supervisors in facilitating work engagement in midwifery. Results highlight the value of relational resources and suggest their explicit inclusion in current models of work engagement.

… to establish in a clear and conclusive way the cause-effect relationship between significant work factors and emotional exhaustion in teachers, so it would be advisable to carry out other …

BACKGROUND Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work. AIMS This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions. SAMPLE Participants were 426 Australian school teachers. METHODS Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses. RESULTS The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model. CONCLUSION Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).

Research in the field of work and organizational psychology more and more highlights the importance of employees’ experience of meaningful work. Adding to this area of research, the present study among teachers examined the relationship between meaningful work and resilience and tested whether this proposed relationship is mediated by teachers’ work engagement and job crafting behaviour. Data for this study was collected among a group of Dutch teachers working in a school for primary education (N = 174). To test the hypothesized relationships, we conducted a bootstrapping analysis. The outcomes revealed that work engagement and job crafting fully mediated the relationship between meaningful work and teacher’s resilience. The insights provided in this study may be useful for the deliberate cultivation of teachers’ resilience and may help them to stay enthusiastic in their meaningful but demanding profession. Theoretical contributions, limitations, suggestions for future research and practical implications are discussed.

"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."

Introduction This study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers. Methods A sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships. Results The findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships. Discussion This study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

… -workers at work as a key source of individuals’ feelings of vitality and enhanced job performance. … We have not examined relationship vitality, which maybe a key source for individual’s …

Executive Summary During the recent past, various researchers have argued that educational institutions fall within the domain of service industry (Joseph & Beatriz, 1997, Journal of Marketing for Higher Education, 8(2), 1–13). Consequently, service marketers have placed unprecedented attention on education sector to explore the marketing aspect of academic institutions. Furthermore, because of intensifying global competition and increasing cost of education, academic institutions are placing additional emphasis on student-related outcomes rather than merely concentrating on the skills and abilities of their graduates. In this backdrop, this study investigates the hitherto unexplored antecedents of two significant student-related outcomes (student satisfaction and loyalty), that is, proactive personality of teachers. The study also provides a possible explanation of this relationship through the mediating role of job crafting and work engagement. This would help academicians to develop broader insights into the domain of antecedents of positive student experiences. Dyads of 159 teachers from 20 universities in India were created and responses were collected on job crafting and work engagement (self-ratings) and proactive personality (peer-ratings) using a structured questionnaire. About 608 students were approached from the same universities to collect data regarding their satisfaction and loyalty. The sample universities included both central and state universities. All constructs were measured using previously developed scales. The hypothesized relationships were tested in AMOS 20 using structural equation modeling. The results evidenced a significant positive influence of teacher proactivity on student satisfaction and their loyalty. Also, job crafting and work engagement are found to significantly and sequentially mediate the relationship between teacher proactivity and student outcomes. Therefore, academic practitioners are required to place additional emphasis on proactivity of the teaching staff so as to result in positive student service experience. It is suggested that the selection and recruitment process of teaching faculty be redesigned to identify proactivity of prospective teachers.

… as vitality and emotional exhaustion – mediates the relationship between principals’ … Job demands and resources, teachers’ subjective vitality, and turnover intentions: An examination …

Orientation: The continuous growth of employee attrition, especially within the highly skilled talent pool, is becoming increasingly problematic. Therefore, one should continually explore the different factors that impact employee retention and performance. This casts the attention to the person–environment fit and workplace flourishing (WF).Research purpose: This study explored relationships among person–environment fit, WF, intention to leave (ITL), in-role performance and organisational citizenship behaviour.Motivation for the study: Disease-driven research heavily outweighs health promotion research. Therefore, more research is needed regarding positive employee behaviours such as strengths, optimal functioning and flourishing.Research approach/design and method: A cross-sectional survey design was used with 258 secondary school teachers from two Gauteng districts. The Perceived Fit, Flourishing-at-Work, Turnover Intention, In-Role Behaviour and Organisational Citizenship Behaviour scales were administered. Structural equation modelling and mediational analyses were performed.Main findings: Results confirmed WF’s three-factor structure. Person–environment fit positively associated with WF. Workplace flourishing negatively related to ITL, while positively relating to in-role performance and organisational citizenship behaviour. Person–environment fit indirectly affected in-role performance and organisational citizenship behaviour via WF.Practical/managerial implications: Organisations should continually modify their strategic frameworks to maintain a healthy balance between individual and environmental characteristics. This will lay the foundation for a favourable work environment. When such an environment is institutionalised, talent retention and performance should follow.Contribution/value-add: The study results should provide new insight into the relationship between the person–environment fit and WF, as well as the effect it may have on ITL and performance.

… teacher education. We sought to examine this potential association in a sample of 664 Australian teachers … -efficacy - and two teaching-related outcomes: subjective vitality at work and …

Orientation: Retaining staff is vital to ensure that universities accomplish their missions. To optimise the potential of staff members and retain staff, it is necessary to study their flourishing and fit in their jobs and organisations. Research purpose: The aim of this study was to investigate the relationship between person-environment fit, flourishing at work and intention to leave. Motivation for the study: Research is needed to validate a measure of flourishing at work. Outcome variables such as intention to leave have not been studied in relation to flourishing at work. Moreover, it is necessary to study antecedents of flourishing at work, such as person-environment fit. Research approach, design and method: A cross-sectional survey design was used with a convenience sample of 339 academic employees from three universities of technology in South Africa. Three perceived fit scales, the Flourishing-at-Work Scale (FAWS) and the Turnover Intention Scale were administered. Main findings: Findings supported a three-factor model of flourishing at work, consisting of emotional, psychological and social well-being. The highest mean frequencies on flourishing dimensions were obtained for competence and emotional engagement. The lowest mean frequencies were obtained for relatedness and social well-being. Person-environment fit predicted intention to leave, both directly and indirectly, via flourishing. The findings support the internal consistency and validity of the FAWS. Practical/managerial implications: Managers and human resource practitioners should consider the use of a multidimensional measure to assess flourishing at work. Considering certain dimensions of well-being at work (e.g. work engagement and competence of employees) without considering other dimensions (e.g. job satisfaction, affect balance and meaning at work) will not be sufficient to assess and promote the subjective well-being of employees. Contribution/value-add: This study contributes to knowledge regarding the reliability and validity of a measure of flourishing at work. It confirms that person-environment fit has a strong positive effect on flourishing of employees and a strong negative effect on their intentions to leave.

Abstract This study examined the role of two job resources (relatedness with students, relatedness with colleagues), two job demands (time pressure and disruptive student behaviour), and their unique and moderated associations with subjective work vitality and, in turn, turnover intentions among teachers during COVID-19. Data were collected from 325 Australian teachers when many schools were closed or reopening after the initial COVID-19 lockdown. Structural equation modelling (SEM) showed that time pressure (negatively) and relatedness with teachers (positively) were associated with subjective vitality. Disruptive behaviour and time pressure (both positively), along with relatedness with students and subjective vitality (both negatively) were associated with turnover intentions. In addition to these main associations, there was one significant interaction providing evidence of the buffering role of relatedness with students on turnover intentions. The findings yield knowledge of job resources that may help support teachers during subsequent waves of COVID-19 and other future disruptions.

… This study examined two versions of the person-environment (PE) fit … the fit between environmental supplies and employee values (SV fit), and another the fit between environmental …

Abstract Prior research has indicated that positive affect, energy, and vitality are positively related to subjective well-being. Unfortunately, most scholars have overlooked the possibility that individuals may proactively manage their energetic, affective, and cognitive resources to boost their subjective well-being. Grounded in social cognitive theory, the current research focuses on explaining why students’ proactive vitality management (PVM) leads to positive outcomes (i.e., meaning in life, subjective well-being) and considers how school support climate moderates these effects. One experimental study (Study 1) and a three-wave lagged survey (Study 2) were conducted to examine the benefits of PVM. The results demonstrated that PVM was positively related to students’ meaning in life, further promoting their subjective well-being. Moreover, school support climate accentuated PVM’s effect on meaning in life and its indirect effect on subjective well-being via meaning in life. Implications for research and practice are also discussed, along with study limitations and future research directions.

… are linked to needs and psychological health (well-being and distress). Next, we wanted to … out whether need satisfaction plays a central role as a mediator of psychological health, and …

ABSTRACT Research Findings: Teachers in early care and education (ECE) face tremendous challenges, which can lead to poor well-being, low job satisfaction, and high turnover rates. Thus, it is essential to understand the factors related to job satisfaction as well as the well-being resources that teachers need. The study used multilevel modeling to examine the associations between organizational factors and teachers’ job satisfaction among 166 Head Start teachers. Results indicate that organizational climate and diversity climate within the centers were positively associated with teachers’ job satisfaction. However, the availability of well-being resources was not significantly related to teachers’ satisfaction with their job. Teachers identified higher wages, less paperwork, and support for managing children’s behaviors as the most needed resources for their well-being. Practice or Policy: The study addresses the importance of a positive work climate for policymakers and program leaders to consider as a way of improving ECE teachers’ job satisfaction. It also emphasizes the most needed well-being resources identified by teachers, especially those working with children in poverty.

In the Chinese education sector, educators’ job satisfaction (JoS) is considered critical to educational quality and student outcomes. One critical area of inquiry is the organizational climate (OC) and its impact on JoS, and psychological well-being (PW), with technological influence (TI) moderating effect. The current study has tried to look at the exact relationship among OC, PW, and JoS for educators working in the Chinese higher education setting. It also discusses the moderating role of TI on OC and JoS. This study uses a quantitative cross-sectional survey design, grounded in post-positivism assumptions. Data collection involved sampling 690 respondents in the Chinese higher education setting via WeChat. The study methodology part included a pre-test, translation validation, demographic characteristics of participants, and results that showed a significant positive influence on JoS for PW and OC. The study also confirms the positive effect of PW on JoS. Moreover, the mediating role of PW within the OC–JoS link is also supported. Furthermore, TI positively moderates the OC–JoS relationship, thus it implies a supportive role of technology in enhancing the educators’ satisfaction. The model indicated that OC, PW, and TI explain 72.4% of the variation in JoS. In this respect, the findings offer some practical insights for educational institutions and policymakers to facilitate enhancement strategies for OC, thus recognizing its influence on JoS and the well-being of educators. Understanding how technology can play a moderating role presents the strategic occasion to utilize technological tools for a more satisfying work environment.

The study aimed to explore the associations between the psychosocial and organizational factors, job satisfaction, and mental well-being of schoolteachers. A further aim was to examine whether job satisfaction mediated the relationship between these factors and mental well-being. A cross-sectional design was used to collect data using a self-reported questionnaire. Six hundred and nine schoolteachers were included in the final analyses. The relationships between the variables were tested in a path analysis model. The data fit the hypothesized model well. The results demonstrated that organizational justice, efficacy beliefs, and school climate were significantly associated with job satisfaction and that the relationships between these variables and mental well-being were mediated by job satisfaction. The findings have implications for programs targeted at promoting teachers’ well-being.

Background/Context: The level of satisfaction and well-being teachers experience are important determinants of teaching effectiveness and their decision to stay in the profession. Although school climate is generally associated with teacher outcomes, identifying the aspects that matter most to teacher satisfaction and well-being could contribute to the formulation of more targeted policies. Purpose/Objective/Research Question/Focus Of Study: The present study focused on the relatively underexplored samples of teachers from five selected Asian societies (Japan, South Korea, Shanghai, Singapore, and Taipei [total n = 30,386]) to identify the aspects of school climate that matter most to their job satisfaction and well-being. Research Design: A cross-sectional study was conducted using data from the Teaching and Learning International Survey 2018. Multilevel analyses were performed to find out which teacher- and school-level school climate indicators predict teachers’ job satisfaction and well-being in the five Asian societies. Conclusions/Recommendations: Disciplinary climate and participation among stakeholders were consistent predictors of both job satisfaction and workplace well-being and stress, whereas teacher–student relations consistently predicted job satisfaction across the societies. Teacher-level, compared to school-level, school climate indicators were better determinants of Asian teachers’ job satisfaction and well-being in all five societies. This suggests that greater attention should be given to proximal aspects of school climate and teachers’ perceptions about it. These findings can be considered when formulating policies in these contexts.

This study examined the effect of teacher well-being and the organizational climate in rural elementary schools on teachers’ turnover intentions, as well as the effect of the interaction between teacher well-being and organizational climate on teachers’ turnover intentions. Teachers from rural elementary schools in Nantou County, Taiwan, were the participants in this study. A questionnaire was distributed and surveys were collected from 254 teachers. SPSS statistical software was used to conduct confirmatory factor analysis, reliability analysis, descriptive statistics analysis, independent-samples t-tests, one-way ANOVA, Pearson’s correlation analysis, and hierarchical regression analysis. The findings in this study were as follows: 1) Male and female teachers in rural elementary schools showed a significant difference in the professional sharing construct of school organizational climate. 2) Teachers of different age, marital status, part-time position, years of service, and native land showed significant differences in the well-being constructs of life satisfaction and negative emotions. 3) Teachers of different marital status showed a significant difference in the school organizational climate constructs of work supervision, teaching constraints, and turnover intentions. 4) Teachers from different places showed a significant difference in the estrangement construct. 5) The influence of teacher well-being on turnover intentions was negatively affected by the school organizational climate constructs of support, work supervision, and comradeship. The constructs of teaching constraints and estrangement had a significant and positive effect on turnover intentions. Thus, school organizational climate had a moderating effect on the relationship between teacher well-being and turnover intentions.

The purpose of the current study was to examine relationships between teachers' perceived organizational support (POS), climate for initiative (CS), climate for psychological safety (CPS), and job satisfaction (JS). A cross-sectional correlational design was employed. The sample consisted of a randomly selected 397 high school teachers working in the central districts of Ankara, Türkiye. A structural equation modelling technique was utilized in the analyses of direct and indirect relationships between the study variables. Findings confirmed the proposed model. More specifically, teachers’ POS influenced their JS both directly and indirectly through CS and CPS. Findings also suggest that teachers' job satisfaction is more likely to increase in schools where the organizational support is high, in turn, they feel motivated to take initiative and feel psychologically safe. The findings of the study supported the assumptions of Herzberg’s Two Factor Motivation Theory where the intrinsic and extrinsic factors collectively play important roles in teachers’ motivation and job satisfaction. Findings would guide policymakers and practicing educational leaders in formulating policies and practices in creating conducive school environments where teachers feel supported, safe, and motivated.

Enhancement of the teacher well-being level has grown into a general, pressing problem to be solved in the domain of education worldwide. Based on the theoretical perspective of the multi-level dynamically formed mechanical model of occupational well-being, this study initially constructed a mechanism model with the occupational well-being role of organizational support, job crafting, and the occupational well-being of new math teachers at primary and junior high schools, and conducted empirical research using structural equation modeling. The study found out that organizational support, job crafting and basic psychological needs have prominent and positive effects on the occupational well-being of the new math teachers in primary up to junior high schools. It also argues that basic psychological needs may mediate the correlation between organizational support, job crafting, and the occupational well-being of the new math teachers. To sum up, the study findings reveal the mechanisms of the role in organizational support and job crafting on the occupational well-being of new primary up to junior high school math teachers. Also, the findings may be conducive to extending the research on the factors that influence the teacher well-being, notably fostering the study on that in the math teachers in the primary up to junior high schools of China.

Abstract There is a gap in the literature for how organizational and individual factors affect teachers’ adjustment. This study, focused on teachers, attempts to fill this lack by examining the extents to which psychological need satisfaction acts as a mediator between organizational justice, resilience, and teachers’ adjustment to work. We based this study on the predictive model of psychological health at work, psychological adjustment theory, and self-determination theory which argue that individuals have a sense of well-being at work if it promotes the satisfaction of their needs for autonomy, competence, and relatedness. We tested our model in the education sector. Using a cross-sectional design, we asked French teachers (N = 393) to fill in a one-step self-report questionnaire. Mediation analyses showed that satisfaction of the three needs played a mediating role between organizational justice and job adjustment, and between resilience and job adjustment.

Introduction Those who are professionally dedicated to teaching can be exposed with their work to situations that influence their perception of psychological well-being. This study aims to evaluate how the factors of personality, emotional intelligence, burnout and the psychosocial climate derived from the work environment of teachers influence their levels of psychological well-being, to verify whether these variables allow us to establish a predictive model of psychological well-being by means of multiple regression analysis. Methods Participants were a group of 386 teachers in early childhood, Primary and Secondary education, both in training and in active service (71.5% women; 28.5% men). A correlation and multiple regression analysis were performed to establish a predictive model of psychological well-being. We used 5 instruments: Psychosocial Climate at Work Scales (ECPT); verall Personality Assessment Scale (OPERAS); Questionnaire for Evaluation of Burnout Syndrome at Work (CESQT); Spanish adaptation of the Riff Psychological Well-being Scales (EBP) and Spanish validation of the Trait Meta-Mood Scale (TMMS-24). Results Most of the relationships were significant, and the multiple regression analysis explains 58.5% of the global variance of psychological well-being in teachers, being emotional stability the most relevant and main predictor of psychological well-being, explaining its 38.1%. Discussion Personality shows a great influence in psychological well-being of teachers, particularly emotional stability. The ability to establish predictive models to explain psychological well-being in educational environments is confirmed.

ABSTRACT Previous research underscores the profound influence of job satisfaction on the evolution of special education, underscoring the necessity to delve into the determinants and mechanisms that underpin this satisfaction. This study explored the relationship between the organisational climate of special education schools in China and the job satisfaction of special education teachers, examining the chain mediating effects of professional well-being and emotional exhaustion. A questionnaire was used to survey 557 special education teachers nationwide in China. After controlling for factors such as the teachers’ education level, teaching segment, and the permanency of their positions, the findings showed that (1) the organisational climate of the school was positively correlated with job satisfaction of special education teachers; (2) professional well-being and emotional exhaustion separately mediated the relationship between the school’s organisational climate and job satisfaction among special education teachers; and (3) professional well-being and emotional exhaustion sequentially mediated the relationship between the school’s organisational climate and job satisfaction among special education teachers. This information helps to deepen the understanding of how the organisational climate of schools affects teacher job satisfaction and provides important practical guidance for improving the quality of special education.

… in the teaching context need frustration and need satisfaction … is to examine how need satisfaction and need frustration … as well as negative aspects of teachers’ well-being, and thus …