Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers’ self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed.

Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.

During the COVID-19 pandemic, university teachers need to spend time and energy getting used to the online teaching system and adapting their teaching materials to the new teaching mode. According to the social cognitive theory, teachers’ technological pedagogical content knowledge (TPACK) and their work engagement, both of which can be important sources of efficacy beliefs, can be critical in conducing teachers’ self-efficacy for online teaching and in turn their well-being. Based on the data collected from 2763 university teachers during the COVID-19 pandemic in China, this study explored how TPACK and work engagement contribute to teachers’ self-efficacy for online teaching, if there is any interaction between TPACK and work engagement, and how self-efficacy mediates the relationships between TPACK and teachers’ online-teaching-related emotional exhaustion, teaching satisfaction, and their intention to use online teaching in the future. The implications for theory and practice are discussed.