Key Factors Affecting Mathematics Teachers' Well-Being and Stress Levels: An Extended Engagement Theory

Area of Science:

• Educational Psychology
• Teacher Well-being Studies
• K-12 Mathematics Education

Background:

• The teaching profession, particularly in K-12 mathematics, faces significant challenges impacting teacher well-being.
• High-stress levels are prevalent, negatively affecting educators in crucial scientific fields.
• Existing research has under-examined mathematics teachers' well-being and associated stressors.

Purpose of the Study:

• To identify key factors influencing the well-being of mathematics teachers.
• To determine the relationship between stress levels and teacher well-being in this demographic.
• To explore the impact of specific engagement types and teacher knowledge on well-being.

Main Methods:

• A web-based questionnaire collected data from 210 Chinese mathematics teachers.
• Data underwent reliability, validity, and model fit analyses.
• Structural Equation Modeling (SEM) was employed for model validation.

Main Results:

• Behavioral and cognitive engagement positively impacted teacher well-being; affective engagement did not.
• Teachers' Pedagogical Mathematics Knowledge (TPMK) was the strongest predictor for enhanced well-being and reduced stress.
• Gender and age influenced mathematics teachers' stress levels, while improved well-being significantly lowered stress.

Conclusions:

• Behavioral and cognitive engagement are vital for mathematics teacher well-being.
• Enhancing Teachers' Pedagogical Mathematics Knowledge (TPMK) is crucial for mitigating stress and improving well-being.
• Interventions should consider demographic factors and focus on engagement strategies to support mathematics teachers.