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Media type:
E-Article
Title:
Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory
Contributor:
Jian, Xin;
Wijaya, Tommy Tanu;
Yu, Qingchun
Published:
MDPI AG, 2022
Published in:
International Journal of Environmental Research and Public Health, 20 (2022) 1, Seite 548
Language:
English
DOI:
10.3390/ijerph20010548
ISSN:
1660-4601
Origination:
Footnote:
Description:
<jats:p>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.</jats:p>