What makes teaching joyful? Unpacking the wellbeing-resilience-enjoyment chain in higher education faculty

This study investigates the psychological and organizational determinants of enjoyment in teaching by university instructors. The study hypothesizes a model in which teacher self-efficacy and well-being enhance enjoyment in teaching through emotional resilience as a mediator and institutional support and professional commitment as moderators.

This study employed a cross-sectional survey design with purposive sampling of 273 faculty members from Chinese universities, using validated Likert-scale instruments. Data were analysed using SPSS and AMOS through correlation, regression, and structural equation modelling to test mediation and moderation effects, alongside reliability and validity assessments.

The findings indicated that well-being and self-efficacy were strong predictors of teaching enjoyment. Emotional resilience was found to mediate those relations, translating individual strengths into long-term joy of teaching. While professional commitment was a significant moderator of the emotional resilience-teaching pleasure relationship, institutional support had no moderating influence. The findings detail the central role of inner psychological abilities and professional identity in enriching beneficial teaching experiences.

The study adds to the teacher well-being literature base and provides an enhanced understanding of the part that resilience can play in mediating internal assets and job satisfaction. The study offers valuable insights towards the development of emotionally healthy learning spaces and enhancing faculty engagement using a strength-based approach. This perspective aligns with a strength-based approach. It emphasizes building internal psychological resources such as self-efficacy, well-being, and resilience rather than focusing on deficits or problems.