Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis

Gaoxiang Qu ()
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Gaoxiang Qu: Guangming School of Journalism and Communication, China University of Political Science and Law, Haidian 100088

Palgrave Communications, 2024, vol. 11, issue 1, 1-14

Abstract: Abstract This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.

Date: 2024
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DOI: 10.1057/s41599-024-04074-2

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