Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory

Xin Jian, Tommy Tanu Wijaya () and Qingchun Yu
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Xin Jian: School of Mathematics and Statistics, Guangxi Normal University, Guilin 541006, China
Tommy Tanu Wijaya: School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
Qingchun Yu: School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China

IJERPH, 2022, vol. 20, issue 1, 1-20

Abstract: The mathematics teachers’ profession often has many challenges. It also occupies important positions at the K-12 education level, in which mathematics knowledge is the basis of all scientific fields. This tends to cause high-stress levels and a negative effect on well-being. Mathematics teachers’ well-being has been less examined, and therefore this study aims to determine the factors affecting mathematics teachers’ well-being and stress levels. The 210 data points collected from Chinese mathematics teachers using a web-based questionnaire were analyzed for reliability and validity, then model fit and SEM were applied for model validation after removing 3 invalid data points and incomplete responses. The results showed that behavioral and cognitive engagements significantly affect teachers’ well-being, while the affective engagement was insignificant. The TPMK was the strongest significant predictor that had a positive impact on improving well-being and reducing stress levels. In addition, the stress level of mathematics teachers was influenced by gender and age. Finally, it was proven that teachers’ well-being significantly reduced stress levels. This study’s implication was to provide information on how to reduce stress levels.

Keywords: engagement; mathematics teacher; well-being; TPMK; stress (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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