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Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions

Abstract

The purpose of this study was to investigate whether and how motivational beliefs—teachers’ self-efficacy (TSE) and teachers’ sense of responsibility (TSR)—related to well-being outcomes (i.e., job satisfaction and teacher burnout) among young Chinese teachers. A total of 1,821 teachers (Mage = 27.35, SD = 2.83) were surveyed and the results showed that (a) TSE and TSR had close associations with teachers’ well-being; (b) TSE had stronger associations with teaching emotions (enjoyment, anxiety, and anger) when TSR was high as opposed to low; (c) both enjoyment and anger mediated the relationship of TSE with well-being; and (d) enjoyment mediated the relationship of the interaction of TSE and TSR with well-being. For teachers with higher (as opposed to lower) TSR, the stronger role of TSE in boosting enjoyment may lead to higher job satisfaction and lower teacher burnout. The findings have significant implications for promoting the sustainable and healthy career development of young teachers.

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The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Correspondence to Hongrui Liu or Meilin Yao.

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Ethical approval

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Academic Ethics Committee of the Faculty of Psychology, Beijing Normal University (201912210083, approved date: 20191202).

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Authors report there are no competing interests to declare.

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Informed consent was obtained from all individual participants included in the study.

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On behalf of all authors, the corresponding authors state that there is no conflict of interest.

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Zheng, S., Liu, H. & Yao, M. Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions. Curr Psychol (2022). https://doi.org/10.1007/s12144-022-03342-1

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  • DOI: https://doi.org/10.1007/s12144-022-03342-1

Keywords

  • Teachers’ self-efficacy
  • Teachers’ responsibility
  • Teaching emotions
  • Job satisfaction
  • Teacher burnout
  • Young teachers