In the contemporary Chinese educational landscape, characterized by involution (
neijuan
) and increasing digital encroachment, the maintenance of educator well-being has become a critical challenge. This study investigated how teacher burnout and psychological capital (PsyCap) predict psychological well-being (PWB), with a specific focus on the mediating role of work-life balance (WLB).
An explanatory sequential mixed-methods design was employed. In the quantitative phase, survey data were collected from 842 primary and secondary school teachers across three Chinese provinces and analyzed using Structural Equation Modeling (SEM). In the qualitative phase, the Critical Incident Technique (CIT) was used with 20 teachers selected through deviant case sampling.
SEM revealed that WLB partially mediated the relationships between both burnout (
β
= −0.090) and PsyCap (
β
= 0.122) and PWB. The model accounted for 52.8% of the variance in teacher well-being. Analysis of 40 critical incidents revealed that successful WLB was driven by “tactical pathway generation” rather than passive optimism. However, qualitative narratives also exposed a “digital panopticon” fueled by WeChat-based expectations of 24/7 availability, which led to significant boundary thinning. Furthermore, a “competence trap” was identified, where high self-efficacy paradoxically accelerated burnout by encouraging teachers to accept excessive invisible labor.
These findings suggest that while PsyCap is a vital personal resource, its effectiveness is constrained by structural and digital boundary fractures within the Chinese school system. Implications for school leadership and policy interventions aimed at protecting teacher mental health in the digital age are discussed.
Chen Cheng, Anurak Panyanuwat, Xiao-Hong Li et al.· Frontiers in Psychology· 0 citations
Although special education teachers are in short supply and preservice special education teachers' teaching intention is a critical predictor of future workforce supply, the mechanism through which career exploration is related to preservice teachers' teaching intentions in a family-oriented collectivist culture remains unknown. Grounded in Social Cognitive Career Theory, this study aimed to investigate the relationship between career exploration and teaching intention, examining the chain mediating roles of career calling and perceived employability.
METHOD
Using a convenience sampling method, 436 preservice special education teachers in China participated in the study. Mediation effect analysis was conducted using bootstrapping in SPSS.
RESULTS
The results revealed: (a) Career exploration was positively associated with teaching intention in the direct effect model, but the direct relationship became significantly negative in the chain mediation model (β = -0.14, SE = 0.07, 95% Bootstrap CIs [-0.27, -0.004]); (b) career calling independently mediated this association (β = 0.30, SE = 0.05, 95% Bootstrap CIs [0.21, 0.39]); (c) perceived employability independently mediated this association (β = 0.10, SE = 0.03, 95% Bootstrap CIs [0.05, 0.17]); and (d) a significant chain mediation effect was observed through career calling and perceived employability sequentially (β = 0.03, SE = 0.01, 95% Bootstrap CIs [0.01, 0.05]).
RECOMMENDATIONS
These results suggest that strengthening legal and institutional support, improving social recognition, and optimizing training and practicum experiences with professional instruction, feedback, reflection, and summary may guide positive career exploration and strengthen teaching intention.
Wangqian Fu, Tao Tao, Baihui Ouyang et al.· Acta Psychologica· 0 citations
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