The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement
Abstract Promoting teachers’ deep, sustainable well-being is vital for educational development, but the key emotional resources involved are still not well understood. Drawing on the broaden-and-build theory of positive emotions, this study is the first to model how trait awe influences occupational...
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| Format: | Article |
| Language: | English |
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BMC
2025-08-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-025-03185-y |
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| author | Rong-Mao Lin Wan-Qing Zheng Yan-Ping Chen Yu-Shan Ye Tian-Xiang Hu Shan-Shan Xie |
| author_facet | Rong-Mao Lin Wan-Qing Zheng Yan-Ping Chen Yu-Shan Ye Tian-Xiang Hu Shan-Shan Xie |
| author_sort | Rong-Mao Lin |
| collection | DOAJ |
| description | Abstract Promoting teachers’ deep, sustainable well-being is vital for educational development, but the key emotional resources involved are still not well understood. Drawing on the broaden-and-build theory of positive emotions, this study is the first to model how trait awe influences occupational well-being among primary and secondary school teachers. We conducted a cross-sectional survey with 1,037 teachers in China and used structural equation modeling for data analysis. Results showed that trait awe enhanced teachers’ well-being both directly and indirectly. The indirect effect was mediated by professional identity and work engagement, both independently and sequentially. These findings provide the first empirical evidence that cultivating trait awe can be a powerful lever for supporting teachers’ well-being and driving educational progress. |
| format | Article |
| id | doaj-art-c3ddee65968441078cedd4a6e124c4f0 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-c3ddee65968441078cedd4a6e124c4f02025-08-20T03:46:17ZengBMCBMC Psychology2050-72832025-08-0113111110.1186/s40359-025-03185-yThe relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagementRong-Mao Lin0Wan-Qing Zheng1Yan-Ping Chen2Yu-Shan Ye3Tian-Xiang Hu4Shan-Shan Xie5School of Psychology, Fujian Normal UniversitySchool of Psychology, Fujian Normal UniversitySchool of Psychology, Fujian Normal UniversitySchool of Psychology, Fujian Normal UniversitySchool of Psychology, Fujian Normal UniversityDepartment of Humanities and Social Sciences, Minjiang Teachers College, Cangshan CampusAbstract Promoting teachers’ deep, sustainable well-being is vital for educational development, but the key emotional resources involved are still not well understood. Drawing on the broaden-and-build theory of positive emotions, this study is the first to model how trait awe influences occupational well-being among primary and secondary school teachers. We conducted a cross-sectional survey with 1,037 teachers in China and used structural equation modeling for data analysis. Results showed that trait awe enhanced teachers’ well-being both directly and indirectly. The indirect effect was mediated by professional identity and work engagement, both independently and sequentially. These findings provide the first empirical evidence that cultivating trait awe can be a powerful lever for supporting teachers’ well-being and driving educational progress.https://doi.org/10.1186/s40359-025-03185-yTrait aweOccupational well-beingEmotional resourcesTeachers |
| spellingShingle | Rong-Mao Lin Wan-Qing Zheng Yan-Ping Chen Yu-Shan Ye Tian-Xiang Hu Shan-Shan Xie The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement BMC Psychology Trait awe Occupational well-being Emotional resources Teachers |
| title | The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement |
| title_full | The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement |
| title_fullStr | The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement |
| title_full_unstemmed | The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement |
| title_short | The relationship between trait awe and teachers’ well-being for primary and secondary school teachers: the roles of professional identity and work engagement |
| title_sort | relationship between trait awe and teachers well being for primary and secondary school teachers the roles of professional identity and work engagement |
| topic | Trait awe Occupational well-being Emotional resources Teachers |
| url | https://doi.org/10.1186/s40359-025-03185-y |
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