The influence of school climate on teachers’ well-being indicators in China: a serial mediation model

BACKGROUND: Teachers’ mental health is an important factor in ensuring educational quality. From the perspective of positive psychology, this study explores the relationship between teachers’ well-being factors and the organizational context—the perceived school climate, as well as the underlying mechanisms. METHODS: Based on a survey of 9,680 teachers (Mage = 39.21, SD=10.20; 32.9% male) in China. Participants completed the School Climate Questionnaire, Life Satisfaction Scale and Subjective Vitality Scale et al. The subsequent analysis of the data was conducted using SPSS and Mplus. RESULTS: The results show that school climate has a significantly positively associated with teachers’ well-being indicators (life satisfaction and subjective vitality); teachers’ relatedness need satisfaction and psychological resilience play both individual and serial mediating roles between school climate and well-being indicators (life satisfaction, experience of life meaning, and subjective vitality). CONCLUSIONS: Research findings indicate that a positive school climate can enhance teachers’ sense of belonging and psychological resilience, thereby helping to shape their well-being indicators. Therefore, relevant departments should develop integrated strategies from the perspective of establishing a good work environment to jointly maintain the mental health of the teaching staff.