Ling Li^1,#, Ninghui Xu^1,#, Wenjing Wang^2,*, Jianfen Ying^1,*

Journal of Psychology in Africa, Vol.35, No.6, pp. 833-842, 2025, DOI:10.32604/jpa.2025.071557 - 30 December 2025

Abstract This study explores the role of teachers’ professional identity (TPI) on employee learning engagement (LE), with mediation by basic needs satisfaction (BNS). Participants were 255 Chinese pre-service teachers (191 females = 74.9%, 16 freshmen = 6.2%, 135 sophomores = 52.9%, 35 juniors = 12.5%, 72 seniors = 28.2%). They completed surveys on the “QuestionStar” online survey platform and 12 of the teachers completed interviews for sharing their personal insights. The results of Structural Equation Modeling (SEM) indicated that teachers’ professional identity significantly predicted both learning engagement and basic needs satisfaction, with basic needs satisfaction partially More >

Huanfang Wang^1,*, Xinyi Li¹, Fangfang Zhao², Ximeng Cui³, Weijian Li⁴

International Journal of Mental Health Promotion, Vol.27, No.11, pp. 1813-1827, 2025, DOI:10.32604/ijmhp.2025.069623 - 28 November 2025

Abstract Background: In China, the policy of rotating teachers between urban and rural schools has been implemented to reduce educational disparities and ensure equitable access to quality education. These teachers face unique professional and emotional challenges during the rotation process, making their emotional labor a critical factor influencing their job performance. This study aimed to explore the relationship between rotating teachers’ emotional labor strategies and job performance. Methods: This study conducted a cross-sectional survey among 577 rotating teachers selected through stratified random sampling from primary and secondary schools in mainland China. Date were collected using the Teacher… More >

Qinglin Wang^1,2, Hang Zhang², Junzhe Zhao², Wenfan Chao², Minghui Wang^2,*

Journal of Psychology in Africa, Vol.35, No.5, pp. 557-563, 2025, DOI:10.32604/jpa.2025.068969 - 24 October 2025

Abstract This study investigated the role of work role engagement and interpersonal perspectives mediation in the relationship between school principal moral leadership and teachers’ voice behavior. A sample comprising 315 middle school teachers from a central province in China participated in the research (females = 73.3%). These teachers completed surveys on moral leadership, work engagement, trust in superiors, and voice behavior. The results of dual mediation modeling indicated evidence of an indirect effect of moral leadership on teachers’ voice behavior through work engagement. The results also indicated evidence of mediating effect of trust between moral leadership More >

Zhiyong Zhu¹, Jinhao Li¹, Bo Hu^1,*, Hong Chen²

Journal of Psychology in Africa, Vol.35, No.5, pp. 587-597, 2025, DOI:10.32604/jpa.2025.066359 - 24 October 2025

Abstract Grounded in the Job Demands-Resources (JD-R) model, this study investigates the relationship between technostress and professional identity among 313 online international language teachers (82.11% female; 77.64% aged 24 and above; 63.87% with postgraduate education). It further examines the mediating role of growth mindset and the moderating effect of technical support. The results indicate that higher levels of technostress are associated with lower levels of professional identity. Growth mindset partially mediates this relationship: elevated technostress not only directly weakens teachers’ professional identity but also indirectly reduces it by undermining their growth mindset. Moreover, technical support significantly More >

Xiao Huang^1,*, Suqing Chen², Fairuz A’dilah Binti Rusdi¹

Journal of Psychology in Africa, Vol.35, No.5, pp. 641-650, 2025, DOI:10.32604/jpa.2025.066349 - 24 October 2025

Abstract This study examined the perceived teacher autonomy support effects on college students’ creativity, and the role of academic engagement and affect (positive and negative emotions) in that relationship. The study sample comprised 637 undergraduates (366 females, 271 males). Results from structural equation modelling with a moderated mediation framework indicated that perceived teacher autonomy support positively predicted college students’ self-reported creativity. Academic engagement partially mediated the relationship between autonomy support and creativity, whereby higher perceived autonomy support predicted greater academic engagement, which subsequently promoted creativity. Both positive and negative emotions strengthened the link between autonomy support More >

Yuan Yuan¹, Yanfei Yang^2,*

Journal of Psychology in Africa, Vol.35, No.4, pp. 541-548, 2025, DOI:10.32604/jpa.2025.069551 - 17 August 2025

Abstract This study examined the impact of teacher-student relationship quality on students’ risk of bullying victimization and the mediating roles of student-student relationships and student engagement in this relationship. A total of 656 Chinese junior high school students (females = 361, mean age = 13.75, SD = 0.98) completed validated measures of teacher-student relationship quality, student-student relationship quality, student engagement, and bullying victimization. Regression analysis results indicated that higher teacher-student relationship quality predicted a lower risk of student bullying victimization. Serial mediating effect testing of the student-student relationship quality and student engagement revealed that these factors More >

Jian Li^1,*, Yunshu He², Yahao Wang¹, Eryong Xue^2,*

International Journal of Mental Health Promotion, Vol.27, No.7, pp. 901-928, 2025, DOI:10.32604/ijmhp.2025.066538 - 31 July 2025

Abstract Background: Teachers from higher education commonly face substantial workloads, resulting in heightened stress and reduced well-being. This has spurred significant academic interest in the determinants of faculty well-being within higher education. Consequently, numerous studies have focused on both understanding these influencing factors and developing strategies to bolster teacher well-being, an area that has gained considerable traction as a research focus. Although systematic reviews have been conducted to elucidate the connections between well-being and particular attributes like emotional regulation, efficacy, and competency, there remains a paucity of reviews that holistically examine the multifaceted factors affecting the… More >

Jiajian Wang^1,2,*, Mansor Bin Abu Talib², Biru Chang³, Jingwen Zhang²

Journal of Psychology in Africa, Vol.35, No.2, pp. 223-230, 2025, DOI:10.32604/jpa.2025.068063 - 30 June 2025

Abstract Amidst the unique challenges faced by rural educators is their sense of decent work influenced by levels of social support, career self-efficacy, and marginalization. To investigate these relationships, we surveyed 435 rural school teachers (females = 69.32%, mean years teaching experience = 13.6, SD = 7.7 years). The Structural Equation Modeling results indicated that social support positively predicts teachers’ perceptions of decent work. Career self-efficacy mediated the relationship between social support and a higher sense of decent work, while marginalization mediated the relationship such that lower social support predicted lower perceptions of decent work. Career… More >

Jing Wang¹, Ping Li^2,*

Journal of Psychology in Africa, Vol.35, No.2, pp. 167-172, 2025, DOI:10.32604/jpa.2025.065788 - 30 June 2025

Abstract The present study aimed to examine the association between kindergarten error management climate and creative teaching and the mediating role of basic psychological needs satisfaction. A sample of 561 Chinese kindergarten teachers (females = 98%, M_age = 34.32, SD = 1.25) completed self-reported questionnaires on their work error management atmosphere, basic psychological needs satisfaction, and innovative teaching. The results structural equation modelling path analysis showed that high kindergarten error management climate was associated with higher innovative teaching. Moreover, the need for competence, but not the need for relatedness accounted for kindergarten error management atmosphere related to More >

Guangqiang Wang¹, Hui Bai², Shuo Wang³, Yangbang Hu^4,*

Journal of Psychology in Africa, Vol.35, No.1, pp. 117-125, 2025, DOI:10.32604/jpa.2025.065785 - 30 April 2025

Abstract 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 Survey (TALIS 2018), with a sample of 3131 junior high school teachers (female = 2337; male = 794) from Shanghai, China. The mediating effect was analyzed using structural equation modeling. The results showed that teacher autonomy was positively associated with teacher job satisfaction, self-efficacy, and intrinsic motivation. Both self-efficacy and intrinsic motivation were associated with teacher job satisfaction. Self-efficacy was associated with teacher intrinsic More >