• 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>
  • Access State: Open Access