A Multilevel Analysis of Job Characteristics, Emotion Regulation, and Teacher Well-Being: A Job Demands-Resources Model

This study integrated personal factors into the job demands-resources (JD-R) model to examine school- and individual-level predictors of teacher well-being. Survey data were gathered from 1,656 teachers from 54 schools. The results of hierarchical linear modeling indicated that the school-level emotional job demands of teaching and suppression at the individual level were positively related to teachers' anxiety and depression whereas school-level trust in colleagues and individual-level reappraisal were positively associated with enthusiasm and contentment. Positive relationship between emotional job demands and suppression was also found. These findings support the claim that reappraisal should be considered a personal resource and suppression a personal demand

Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions

The emotional aspects of teaching are important and teachers’ emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers’ emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of ‘kind.’ However, some differences of ‘degree’ were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers’ emotional labor and its relationship with teaching satisfaction

Emotional Labor in Knowledge-Based Service Relationships: The Roles of Self-Monitoring and Display Rule Perceptions

Focusing on knowledge-based service relationships, this study examined knowledge-based service workers’ (i.e., school teachers) emotional labor process and the consequential outcomes for their well-being. The study also examined the roles of two antecedents, namely, teachers’ perceptions of display rules and self-monitoring tendencies. A sample of 1,656 school teachers participated in the study. The results showed that self-monitoring generally had stronger, though maladaptive, effects than display rule perceptions on individuals’ use of emotional labor strategies (ELS) (i.e., surface acting and deep acting) and well-being (i.e., anxiety, depression, contentment, and enthusiasm). Both self-monitoring and display rule perceptions were positively related to two ELS. There were relatively stronger relationships between self-monitoring and surface acting, and between display rule perceptions and deep acting. Surface acting was positively related to anxiety and depression and negatively related to contentment and enthusiasm. Deep acting was positively related to anxiety, contentment, and enthusiasm. The examination of indirect effects showed that self-monitoring was positively related to anxiety and depression and negatively related to enthusiasm and contentment. Display rule perceptions were weakly, but positively, related to anxiety and depression. These results suggest that self-monitoring may be less beneficial than previously thought. Knowledge-based service workers’ display rule perceptions and deep acting may not necessarily be harmful to their well-being, but reflect their role identification and commitment. Theoretical contributions and practical suggestions of this study were discussed

International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education

Factors in the occurrence and restoration of hypoparathyroidism after total thyroidectomy for thyroid cancer patients with intraoperative parathyroid autotransplantation

IntroductionPostoperative hypoparathyroidism (POH) is the most common and important complication for thyroid cancer patients who undergo total thyroidectomy. Intraoperative parathyroid autotransplantation has been demonstrated to be essential in maintaining functional parathyroid tissue, and it has clinical significance in identifying essential factors of serum parathyroid hormone (PTH) levels for patients with parathyroid autotransplantation. This retrospective cohort study aimed to comprehensively investigate influential factors in the occurrence and restoration of POH for patients who underwent total thyroidectomy with intraoperative parathyroid autotransplantation (TTIPA).MethodThis study was conducted in a tertiary referral hospital, with a total of 525 patients who underwent TTIPA. The postoperative serum PTH levels were collected after six months, and demographic characteristics, clinical features and associated operative information were analyzed.ResultsA total of 66.48% (349/525) of patients who underwent TTIPA were diagnosed with POH. Multivariate logistic regression indicated that Hashimoto’s thyroiditis (OR=1.93, 95% CI: 1.09-3.42), P=0.024), the number of transplanted parathyroid glands (OR=2.70, 95% CI: 1.91-3.83, P<0.001) and postoperative blood glucose levels (OR=1.36, 95% CI: 1.06-1.74, P=0.016) were risk factors for POH, and endoscopic surgery (OR=0.39, 95% CI: 0.22-0.68, P=0.001) was a protective factor for POH. Multivariate Cox regression indicated that PTG autotransplantation patients with same-side central lymph node dissection (CLND) (HR=0.50; 95% CI: 0.34-0.73, P<0.001) demonstrated a longer time for increases PTH, and female patients (HR=1.35, 95% CI: 1.00-1.81, P=0.047) were more prone to PTH increases. Additionally, PTG autotransplantation with same-side CLND (HR=0.56, 95% CI: 0.38-0.82, P=0.003) patients had a longer time to PTH restoration, and patients with endoscopic surgery (HR=1.54, 95% CI: 1.04-2.28, P=0.029) were more likely to recover within six months.ConclusionHigh postoperative fasting blood glucose levels, a large number of transplanted PTGs, open surgery and Hashimoto’s thyroiditis are risk factors for postoperative POH in TTIPA patients. Elevated PTH levels occur earlier in female patients and patients without CLND on the transplant side. PTH returns to normal earlier in patients without CLND and endoscopic surgery on the transplant side

Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers’ work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications for the improvement of school environments and teachers’ well-being are identified

Teacher motivation: Definition, research development and implications for teachers

Abstract: The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers' psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research are finally proposed

Teacher motivation: Definition, research development and implications for teachers

The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research are finally proposed

Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences

Purpose —The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods —1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t -tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings —The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value —The study revealed that teachers’ affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being