Beyond the digital panopticon: a mixed-methods examination of teacher burnout, psychological capital, and well-being through the lens of work-life balance

Abstract

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.