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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Organizational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1448446

The Interplay of Job Embeddedness, Collective Efficacy, and Work Meaningfulness on Teacher Well-Being: A Mixed-Methods Study with Digital Ethnography in China

Provisionally accepted
Yumei Lei Yumei Lei *
  • Sehan University, Yeongam County, Republic of Korea

The final, formatted version of the article will be published soon.

    This study investigated the influence of teacher job embeddedness, teacher collective efficacy, and work meaningfulness on the psychological well-being of Chinese teachers through a mixedmethods approach. Utilizing a two-stage structural equation modeling (SEM) analysis, quantitative data were collected from 406 in-service teachers. The results revealed significant positive direct effects of all three focal constructs on psychological well-being, with work meaningfulness exhibiting the strongest direct effect, followed by collective efficacy and job embeddedness.Additionally, the model demonstrated significant mediating effects of work meaningfulness, partially explaining the relationships between both job embeddedness and collective efficacy with teacher well-being. To enrich these findings, a qualitative phase involving digital ethnography was conducted within online teaching communities, providing nuanced insights into the teachers' experiences. The qualitative data supported and expanded upon the quantitative results, highlighting the importance of a supportive school community and strong administrative leadership in fostering job embeddedness, collective efficacy, and work meaningfulness. These findings suggest that fostering these elements can contribute to enhanced psychological well-being among teachers, offering valuable guidance for school leaders and policymakers in the Chinese educational system.

    Keywords: teacher well-being, Job embeddedness, Collective efficacy, Work meaningfulness, Mixedmethods, digital ethnography

    Received: 13 Jun 2024; Accepted: 23 Sep 2024.

    Copyright: © 2024 Lei. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yumei Lei, Sehan University, Yeongam County, Republic of Korea

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.