Resilience and well-being of Chinese primary-school teachers: Social support as a mediator

• Yazhou Huang

  School of Education Science, Guangxi Minzu Normal University

• Jianyi Huang

  School of Education Science, Guangxi Minzu Normal University

• Xiaoyun Huang

  School of Foreign Languages, Guangxi Minzu Normal University

• Fanglu Li

  School of Education Science, Guangxi Minzu Normal University

We used the aligning well-being and resilience in education (AWaRE) cognitive model to understand how resilience develops and maintains the well-being of primary-school teachers in China. We also assessed the mediating effect of social support between resilience and well-being of 351 primary-school teachers. The results of our survey indicated the following: (a) resilience positively predicted social support and teacher well-being; (b) social support was found to be a significant predictor, indicating a positive association with teacher well-being; and (c) social support mediated the relationship between resilience and teacher well-being. The findings provide evidence for the feasibility of the AWaRE model and explain a key mechanism through which resilience positively influences teacher well-being. Therefore, educational trainers can implement interventions related to psychological resilience to enhance teacher well-being.

• Download PDF
  (USD 29)