Unravelling English as a Foreign Language Teacher Resilience and Work Engagement

The Mediating Role of Subjective Well‐Being

Bibliographic Data

ID21445472
AuthorsHonggang Liu (0000-0002-0559-6072, School of Foreign Languages Soochow University Suzhou China), Bin Chen (0000-0003-3287-934X, The High School Affiliated to Soochow University Suzhou China, corresponding author)
Year2025
Volume60
Issue4
Publication date2025-12-01
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70348
OpenAlexW4416529672
LanguageEN
Citations received3
References cited77

Mental wellness has been emphasised in positive psychology. However, a significant gap remains in understanding the complex interplay among teachers' difficulty‐coping‐related variables (e.g., resilience), well‐being, and work‐related states (e.g., work engagement). The present study examined the role of English as a Foreign Language (EFL) teachers' subjective well‐being in the relationship between resilience subconstructs (i.e., professional, emotional, social, and cultural resilience) and work engagement. Participants in the study were 811 Chinese junior high school EFL teachers, surveyed via questionnaires. Structural equation modelling results revealed no significant direct effects of resilience dimensions on work engagement. Mediation analysis indicated that only emotional–social and cultural resilience significantly and positively predicted work engagement through the mediating effect of subjective well‐being. This study concludes with implications for fostering teachers' positive mental states and enhancing professional development

English as a foreign language · Foreign language · Mediation · Psychological resilience · Resilience (materials science) · Structural equation modeling · Work (physics) · Grit, Self-Efficacy, and Motivation · Resilience and Mental Health · Teacher Education and Leadership Studies

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