Data_Sheet_1_Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers.pdf

Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

各国高校普遍面临着教师流动性高的挑战，而对于招聘和保留具有影响力的教师，高等教育机构始终面临持续的难题。工作压力与工作满意度是稳定的预测指标，它们从心理层面决定了教师在其机构中的坚持程度。本研究旨在拓展对大学教学自我效能感（CTSE）在教师工作压力与工作满意度之间中介效应的理解。通过对455名中国大学教师的调查数据进行结构方程调节中介模型分析，发现CTSE在缓解工作压力与工作满意度之间的负面关系方面具有有效的中介作用。我们的研究发现，在调节中介模型中，CTSE的中介效应在教学经验、职称、性别和工作量等方面并未表现出差异。然而，调节效应中包含的教学经验显著协变量效应暗示，具有更多教学经验的教师可能拥有更高的教学自我效能感，这可能会积极地改变他们对工作压力和工作满意度的认知。在讨论部分，我们提供了关于当前趋势和大学教师不满的潜在心理原因的证据，这或许对教育工作者、大学管理者以及制定政策和制度决策的政策制定者有所裨益。一些不切实际的推论也进一步进行了讨论。