Ameliorating the Psychological Well‐Being of Chinese and Iranian Teachers in English Classrooms: A Cross‐Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour.
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| Title: | Ameliorating the Psychological Well‐Being of Chinese and Iranian Teachers in English Classrooms: A Cross‐Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour. |
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| Authors: | Wang, JunWei1 (AUTHOR), Derakhshan, Ali2 (AUTHOR) a.derakhshan@gu.ac.ir |
| Source: | European Journal of Education. Mar2025, Vol. 60 Issue 1, p1-14. 14p. |
| Subject Terms: | *Research personnel, *English teachers, *Teachers, Professional ethics, Mental illness |
| Geographic Terms: | China |
| Abstract: | It is widely acknowledged that the mental condition of teachers has a direct impact on their professional performance. Put another way, teachers with mental or psychological disorders may fail to accomplish their professional responsibilities. Accordingly, factors contributing to teachers' psychological well‐being need to be uncovered. To address this necessity, several scholars up to now have scrutinised the predictors of this construct in different educational settings, including language classrooms. Nevertheless, few researchers have addressed the role of personal and job resources in teachers' psychological well‐being. Furthermore, to the best of our knowledge, no cross‐cultural study to date has examined the role of these resources in English teachers' psychological well‐being. To bridge these gaps, the present cross‐cultural inquiry investigated the role of two personal and job resources, namely job satisfaction and exemplary leadership behaviour, in Chinese and Iranian English teachers' well‐being. In doing so, three self‐report scales were distributed among a large sample of Iranian (N = 256) and Chinese (N = 311) teachers. The collected data were statistically analysed through the Amos software (version 29). The results of the analysis showed that both Iranian and Chinese teachers' psychological well‐being is closely tied to job satisfaction and exemplary leadership behaviour. Moreover, the outcomes identified that job satisfaction and exemplary leadership behaviour can ameliorate the psychological well‐being of Iranian and Chinese teachers in English classrooms. In addition, no meaningful difference was discovered between Chinese and Iranian measurement models regarding the predictive role of job satisfaction and exemplary leadership behaviour. This may be illuminating for all teachers and educational administrators working in EFL and ESL environments. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183654368 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ameliorating the Psychological Well‐Being of Chinese and Iranian Teachers in English Classrooms: A Cross‐Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+JunWei%22">Wang, JunWei</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Derakhshan%2C+Ali%22">Derakhshan, Ali</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> a.derakhshan@gu.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Mar2025, Vol. 60 Issue 1, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+ethics%22">Professional ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+illness%22">Mental illness</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: It is widely acknowledged that the mental condition of teachers has a direct impact on their professional performance. Put another way, teachers with mental or psychological disorders may fail to accomplish their professional responsibilities. Accordingly, factors contributing to teachers' psychological well‐being need to be uncovered. To address this necessity, several scholars up to now have scrutinised the predictors of this construct in different educational settings, including language classrooms. Nevertheless, few researchers have addressed the role of personal and job resources in teachers' psychological well‐being. Furthermore, to the best of our knowledge, no cross‐cultural study to date has examined the role of these resources in English teachers' psychological well‐being. To bridge these gaps, the present cross‐cultural inquiry investigated the role of two personal and job resources, namely job satisfaction and exemplary leadership behaviour, in Chinese and Iranian English teachers' well‐being. In doing so, three self‐report scales were distributed among a large sample of Iranian (N = 256) and Chinese (N = 311) teachers. The collected data were statistically analysed through the Amos software (version 29). The results of the analysis showed that both Iranian and Chinese teachers' psychological well‐being is closely tied to job satisfaction and exemplary leadership behaviour. Moreover, the outcomes identified that job satisfaction and exemplary leadership behaviour can ameliorate the psychological well‐being of Iranian and Chinese teachers in English classrooms. In addition, no meaningful difference was discovered between Chinese and Iranian measurement models regarding the predictive role of job satisfaction and exemplary leadership behaviour. This may be illuminating for all teachers and educational administrators working in EFL and ESL environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ejed.12877 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Research personnel Type: general – SubjectFull: English teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Professional ethics Type: general – SubjectFull: Mental illness Type: general – SubjectFull: China Type: general Titles: – TitleFull: Ameliorating the Psychological Well‐Being of Chinese and Iranian Teachers in English Classrooms: A Cross‐Cultural Analysis of the Role of Job Satisfaction and Exemplary Leadership Behaviour. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, JunWei – PersonEntity: Name: NameFull: Derakhshan, Ali IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01418211 Numbering: – Type: volume Value: 60 – Type: issue Value: 1 Titles: – TitleFull: European Journal of Education Type: main |
| ResultId | 1 |
