Teacher burnout is a psychological phenomenon affecting teachers’ effectiveness and wellbeing across the globe. Thus, education researchers have investigated its antecedents to identify approaches to alleviate teacher burnout. However, many of the existing studies tend to underline the effects of psychological factors but overlook the effects of structural factors on teacher burnout. Thus, the aim of this study is to fill the research gap by investigating how teacher burnout is affected by enabling school bureaucracy as a structural factor and psychological empowerment as a psychological factor based on empowerment theory. By using the self-administrated questionnaire survey, the study investigated 322 primary and secondary schoolteachers from China. It finds that structural empowerment and psychological empowerment are negatively associated with teacher burnout. Moreover, the relationship between structural empowerment and teacher burnout was mediated by psychological empowerment, especially its dimensions of meaning and competence.

The mechanisms and boundary conditions through which teacher collaboration influences teachers career well-being remain insufficiently explored. To address this gap, this study aimed to examine the relationship between teacher collaboration and teachers' career well-being based on the conservation of resources theory, revealing the mediating role of self-efficacy between them, as well as the moderating role of distributed leadership in this mediation model, utilizing a sample of 3159 Shanghai teachers from the 2018 Teaching and Learning International Survey (TALIS) database. The results showed that teacher collaboration was significantly and positively related to both teachers' career well-being and self-efficacy. Self-efficacy was significantly and positively related to teachers' career well-being. Self-efficacy mediated the relationship between teacher collaboration and teachers' career well-being. Distributed leadership not only positively moderated the relationship between teacher collaboration and teachers' career well-being but also positively moderated the relationship between teacher collaboration and teachers' self-efficacy. In addition, distributed leadership moderated the mediating effect of self-efficacy between teacher collaboration and teachers' career well-being. These findings offered important theoretical and practical implications for promoting teachers' career well-being, which were discussed in detail.

This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction. Data were from the Teaching and Learning International Surve... | Find, read and cite all the research you need on Tech Science Press