Positive Psychology in Language Teaching: Investigating Factors Influencing Women Language Teacher Well-being under the "UP or Out" Policy

doi:10.21203/rs.3.rs-3824886/v1

The psychological well-being of educators is imperative, especially when navigating complex career dynamics such as China's "up or out" policy. This research investigates the well-being of women L2 teachers across various Chinese educational institutions. Utilising a multiple linear regression model, the study unpacks relationships between system-related teacher anger, work engagement, teaching enjoyment, job satisfaction, emotion regulation behaviour, and overall psychological health. The result shows a strong positive link between work engagement and emotion regulation behaviour. Moreover, job satisfaction is pivotal to emotion regulation and psychological well-being. By highlighting the profound influence of emotion regulation, this study provides essential insights into China's unique educational context. The results offer valuable directives for policymaking, educator training, and institutional practices, all aiming to fortify the psychological well-being of L2 teaching professionals.

Biological sciences/Psychology

Biological sciences/Psychology/Human behaviour

Positive psychology

Teachers' well-being

Emotion regulation

Women language teacher

Educational context

Psychological well-being, a complex and multifaceted concept encompassing mental and physical health, contentment, and happiness, is rooted in positive emotions and a sense of joy^[1]. For educators, the ability to maintain this well-being and adaptively respond to challenges in their careers is crucial. Recent research has increasingly focused on teacher well-being, revealing that teachers who are more engaged, motivated, and feel competent tend to experience greater psychological well-being and demonstrate superior classroom performance^[2][3]. However, achieving personal well-being and satisfaction can be tough, especially when faced with policy changes that affect work and emotional states. During such transitions, teachers might struggle with new teaching responsibilities and work-related stress^[4]. These challenges are particularly evident among young teachers, impacting the consistency and quality of teaching^[5][6]. Therefore, identifying factors that affect the well-being of young teachers is imperative.

The "up or out" policy, alternatively known as the tenure or partnership system, imposes a mandate on members of a hierarchical establishment to ascend to a specific rank within a predetermined temporal boundary. Fixed-term employees, unable to attain a long-term position within a prescribed period, would face contract termination^[7]. Implementing probationary employment contracts within Chinese academic institutions is a relatively new development. The majority of top-tier Chinese colleges and universities overhauled their employment policies in a similar vein. At most academic institutions in China, young academics are required to meet specific research objectives within a set period, typically ranging from 6 to 8 years^[7]. This shift in policy frequently subjects them to increased competition in areas such as performance evaluations, job security, and research opportunities. Young academics often experience moderate to high levels of occupational stress, with a considerable number feeling excessive pressure that could potentially impact their mental health and deter them from pursuing a long-term academic career. Although prior research has delved into the origins of this particular system, there is still a lack of comprehensive understanding regarding its effects on teachers' psychological well-being. The current study explores the factors affecting the psychological well-being of women Second Language (L2) educators in the framework of China's "up or out" academic system.

1.1 Research model and hypotheses

The realm of emotions, specifically those of contentious disposition like anger, has recently received amplified focus within L2 pedagogical research^[8]. In particular, system-induced educator anger (AN) has been recognised as a distressing emotional state within educational environment^[9]. It represents an emotional response originating from the feeling of injustice or mistreatment, often precipitated by external elements such as perceived unfairness^[10]. Previous scholarly discourse suggests that the institutional system has a consequential influence on the formation, expression, and transmission of educator emotions^[11]. Additionally, empirical research has revealed a concerning negative relationship between System-Induced Educator Anger (AN) and the overall well-being of educators, indicating that such systemic-induced emotions can have detrimental effects on their mental health ^[12]. Furthermore, In the context of English as a Foreign Language (EFL) teaching, especially during the challenging period of the COVID-19 pandemic, studies have found a negative correlation between educators' ability to regulate emotions and the anger they experience due to systemic factors^[13]. This suggests that external pressures from the educational system exacerbate emotional challenges for teachers.

Work Engagement (WE) is a concept representing a deep, holistic dedication to one's job, integrating emotional, cognitive, and physical aspects^[14]. It involves an individual's enthusiastic and proactive engagement in work-related activities, reflecting a mindset where a person is actively involved in and enjoys their work^[15][16][17]. Prior studies have established a positive correlation between WE and overall well-being, suggesting that a deeply involved work-oriented mindset contributes positively to an individual's general health^[18][19]. In diverse cultural settings, such as in the UK and Iran, substantial positive associations have been found between emotional regulation, psychological health, and WE, especially among teachers^[20]. Recent research has further reinforced the positive connection between teachers' work engagement and their ability to manage emotions^[13]. Emphasizing the importance of work engagement, these findings highlight its role in aiding educators to cope with challenging situations and sustain their emotional and psychological well-being.

L2 Teacher Teaching Enjoyment (TE) is an affective state that significantly influences the mental well-being of language teachers^[21]. It encapsulates the positive emotional state of L2 instructors, including their personal satisfaction in teaching and the recognition they receive from students. Previous research has highlighted TE's importance. A study involving 89 Polish language teachers found substantial levels of TE, emphasizing the role of positive emotions in language education^[22]. Similarly, a study with 174 Italian foreign language teachers identified TE as a crucial element in the psychological development of educators^[21].

Teacher job satisfaction (JS) is defined by the feelings and perspectives of educators regarding their roles in the school environment. It encompasses aspects like professional pride, a sense of fulfillment in their duties, enthusiasm for their work, and a deep commitment to their responsibilities^[23]. When job satisfaction is high, teachers typically experience positive emotions about their job, contributing to their overall psychological well-being, which includes happiness, mental balance, and satisfaction with aspects like job fulfillment^[24][25]. Conversely, a decrease in job satisfaction is associated with negative feelings towards one's profession^[26]. This connection underscores the significant relationship between teacher psychological well-being and job satisfaction, highlighting the importance of fostering a positive work environment for educators to enhance their job satisfaction and overall well-being^[27].

The emotional nuances of the teaching profession make teachers particularly vulnerable to emotional exhaustion, a significant element of burnout^[28]. They also encounter various challenges, including stringent teaching methods, language-related concerns, emotional obligations, and interactions in culturally diverse settings^[29]. In addressing these challenges, Emotion Regulation Behaviour (ERB) is crucial^[27]. ERB is the ability of teachers to effectively manage their professional environment and emotional experiences^[27]. It involves identifying, frequency monitoring, and appropriate expression or interpretation of emotions^[30]. Proficiency in ERB enables teachers to reevaluate stressors and adapt their emotional responses, often mitigating negative feelings or improving their mental state through different strategies^[31]. Language educators frequently employ these strategies to navigate the emotional hurdles inherent in their teaching roles^[30][32]. The effectiveness of Emotion Regulation Behaviour (ERB) is well-documented, showing that language educators skilled in managing emotional challenges tend to enjoy improved well-being^[28][33]. Therefore, emphasizing the importance of evaluating teachers' perceived psychological well-being (TWB) becomes crucial, especially in understanding the significant role of emotion regulation in reducing stress-related challenges in teaching.

Based on these insights, the authors put forth the following research hypothesis:

H1: System-related teacher anger is expected to significantly influence L2 teachers' emotional regulation behaviours.

H2: Work engagement is projected to significantly influence L2 teachers' emotional regulation behaviours.

H3: Teaching enjoyment is projected to significantly influence L2 teachers' emotional regulation behaviours.

H4: Job satisfaction is projected to significantly influence L2 teachers' emotional regulation behaviours.

H5: System-related teacher anger is expected to significantly influence L2 teachers' well-being.

H6: Work engagement is anticipated to significantly influence L2 teachers' well-being.

H7: Teaching enjoyment is anticipated to significantly influence L2 teachers' well-being.

H8: Job satisfaction is anticipated to significantly influence the L2 teachers' well-being.

2.1 Participants

Given that a significant proportion of Chinese language teachers are female, this study concentrates on a specific group of women instructors teaching a second language at higher education institutions in China. Participant recruitment leveraged digital platforms, using a convenience sampling strategy to target instructors from multiple universities. This study was approved by the Foreign Language School of North China Institute of Science and Technology. The authors confirm that all research was performed in accordance with the relevant guidelines and regulations. Additionally, informed consent was obtained from all participants in accordance with the Declaration of Helsinki. The confidentiality protocols and survey completion instructions were explicitly communicated to each participant. The data was collected via an online survey facilitated by the Questionnaire Star digital platform between 5 Jul and 20 Jul 2023. In appreciation for their contribution, participants received either a token of participation or a suitable gift. Out of a potential participant pool, 200 teachers expressed their willingness to participate and provided their informed consent. After eliminating 33 invalid responses, the study considered 167 valid questionnaires, translating to an 83.5% valid response rate. Within the cohort of 167 valid participants, the study encompasses a diverse educational background. It includes 146 participants from Basic Public Universities, representing a substantial proportion of the sample. Furthermore, there are 24 individuals affiliated with Top Public Universities. Additionally, the inclusion of a singular participant from the First-Class Universities, integral to the prestigious 985/211 initiative, thereby highlighting the varied academic backgrounds of the participants.

2.2 Instruments

Before initiating the data collection, a pilot test was conducted by seeking feedback from 20 university professors invited to complete the survey. Based on their input, refinements were made to the questionnaire, specifically concerning wording, formatting, numbering, and item sequencing. The finalised questionnaire was divided into two distinct sections for thoroughness. The inaugural section collected demographic details, including participant names, gender, and affiliations to colleges and universities. The second section, composed of 32 items, was designed to probe into the six research constructs under investigation. These constructs were: System-related Teacher Anger (AN), L2 Teacher Work Engagement (WE), L2 Teacher Teaching Enjoyment (TE), L2 Teacher Job Satisfaction (JS), L2 Teacher Emotion Regulation Behaviour (ERB), and L2 Teacher Well-being (TWB). Except for the demographic items in the first section, all others aimed to identify potential factors influencing teacher well-being. Items in the second section utilised six-point Likert scales adapted from earlier studies^[13][34][35]. The detailed measurements are presented as follows:

System-related Teacher Anger (AN)

In this research, a modified version of the Teacher Anger Scale (TAS), initially developed and empirically validated in earlier studies, is used^[10]. This scale, designed to examine different facets of teacher anger, includes only four items specifically addressing System-Related Teacher Anger (AN). This focused method offers significant insights into the causes and manifestations of systemic anger in the teaching profession.

L2 Teacher Work Engagement (WE)

This research utilizes a self-report scale for evaluating teachers' work engagement^[18]. Consisting of four items, this scale is adept at quantifying work engagement in teachers across three critical areas: vigour, dedication, and absorption. Each item in the scale is specifically designed to assess a unique aspect of work engagement, offering an in-depth view of teachers' psychological and emotional involvement in their work.

L2 Teacher Teaching Enjoyment (TE)

In this study, the Foreign Language Teaching Enjoyment Scale (FLTES) is used for measuring teaching enjoyment^[21]. Applied to the study's participants, this scale includes four chosen items that evaluate two primary elements of teaching enjoyment: personal enjoyment and student appreciation. These elements are crucial in comprehending the inherent joy teachers find in their work and the satisfaction they gain from their students' development and involvement.

L2 Teacher Job Satisfaction (JS)

This research utilizes the Minnesota Satisfaction Questionnaire (short form) to evaluate job satisfaction among ESL teachers^[36]. Known for its extensive application and proven reliability, this traditional questionnaire effectively captures the subtleties of job satisfaction. It includes four specific questions, each crafted to gather in-depth information about different aspects of job satisfaction that ESL teachers encounter in their work settings.

L2 Teacher Emotion Regulation Behaviour (ERB)

A condensed form of the Language Teacher Emotion Regulation Inventory (LTERI) containing six items, is used to assess language teachers' emotion regulation in classroom settings^[32]. This version of the LTERI covers six unique areas, each carefully crafted to evaluate different facets of emotion regulation techniques used by language teachers in their professional environment. These areas include choosing and altering situations, directing attention, reevaluating situations, suppressing emotions, and seeking social support, all of which are crucial for a comprehensive understanding of the complex process of emotion regulation in teaching contexts.

L2 Teacher Well-being (TWB)

The mental well-being of L2 teachers is measured using the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS)^[34]. This scale, consisting of 10 items, is uniquely designed, with all questions framed in a positive manner, effectively encompassing both the emotional and functional dimensions of mental well-being. Such a positive framing makes the concept of mental well-being more accessible and understandable. The WEMWBS, due to its thorough composition, is widely adopted both domestically and internationally for various purposes, including tracking trends, assessing programs, and investigating factors that affect mental well-being.

3.1 Measurement model assessment

To ensure the measurement model's reliability and validity, a meticulous evaluation was conducted in accordance with established research methodologies^[37]. Initially, the researchers implemented an ordinary PLS-SEM algorithm to identify the factor loadings. The advisable value for these loadings is 0.70 or above, suggesting that they encapsulate more than 50% of the variance of the indicator^[37]. Subsequently, the study assessed the internal consistency reliability by applying Cronbach's alpha and composite reliability (CR). As demonstrated in Table 1, both measures surpassed the suggested threshold of 0.70, thereby underscoring item reliability^[38]. The final stage of the analysis was the evaluation of the measurement model's convergent and discriminant validities, achieved by examining the average variance extracted (AVE)^[37]. As shown in Table 1, the AVE values for all constructs exceeded the minimum acceptable value of 0.50, implying a commendable level of convergent validity^[39]. Therefore, it can be concluded that the measurement model exhibits satisfactory reliability and validity characteristics.

Table 1 Reliability and convergent validity
Construct	Item	Factor loading	Cronbach's alpha	Average variance extracted (AVE)	Composite reliability (CR)
System-related Teacher Anger （AN）	AN1	0.591***	0.848	0.592	0.851
	AN2	0.763***
	AN3	0.850***
	AN4	0.846***
L2 Teacher Work Engagement (WE)	WE1	0.721***	0.880	0.652	0.882
	WE2	0.849***
	WE3	0.851***
	WE4	0.801***
L2 Teacher Teaching Enjoyment (TE)	TE1	0.783***	0.858	0.638	0.874
	TE2	0.923***
	TE3	0.817***
	TE4	0.648***
L2 Teacher Job Satisfaction (JS)	JS1	0.780***	0.724	0.646	0.845
	JS2	0.792***
	JS3	0.838***
L2 Teacher Emotion Regulation Behaviour (ERB)	ERB1	0.708***	0.816	0.661	0.903
	ERB2	0.877***
	ERB3	0.968***
	ERB4	0.925***
	ERB5	0.493***
L2 Teacher Well-being (TWB)	TWB1	0.735***	0.914	0.519	0.915
	TWB2	0.788***
	TWB3	0.757***
	TWB4	0.711***
	TWB5	0.708***
	TWB6	0.749***
	TWB7	0.715***
	TWB8	0.704***
	TWB9	0.683***
	TWB10	0.644***
*** p<0.001

3.2 Correlation of the constructs

A noteworthy finding is that system-related teacher anger (AN) shows a significant but modest correlation only with L2 teacher work engagement (WE), suggesting that teachers' perceptions of systemic injustices or mistreatments within the educational system may influence their level of engagement at work. This correlation, however, is not strong, as indicated by the correlation coefficient of 0.169*, implying that other factors might also play a role in influencing work engagement. Contrastingly, L2 teacher teaching enjoyment (TE) does not exhibit a significant correlation with any of the other variables studied. This finding indicates that the personal joy that L2 teachers derive from their teaching might operate independently of their work engagement, job satisfaction, emotion regulation, and overall well-being. This lack of significant correlations could point to the unique nature of teaching enjoyment as a factor that is potentially influenced by different variables not captured in this study.

The correlations between work engagement (WE) and job satisfaction (JS) with well-being (TWB) are relatively stronger, as evidenced by the coefficients of 0.443** and 0.575** respectively. These correlations suggest that both engagement in work and satisfaction with the job are important contributors to the overall well-being of L2 teachers. Particularly, the stronger correlation with job satisfaction might imply that teachers' perceptions of their job roles and the fulfillment they derive from them are critical determinants of their psychological health. Additionally, emotion regulation behaviour (ERB) shows significant correlations with both work engagement (0.398**) and job satisfaction (0.367**), highlighting the importance of teachers' ability to manage and navigate their emotions in relation to their engagement with and satisfaction from their work. This interplay between emotional regulation and job-related factors underscores the complex emotional dynamics inherent in the teaching profession.

3.3 Multiple regression analysis

SPSS was utilised by the research team to perform multiple regression analysis, a method geared towards modelling and analysing several variables concurrently. Within this analysis, a regression equation was established. To gauge the variance in the dependent variable attributable to the independent ones, the coefficient of determination, R², was computed. The relationships between system-related teacher anger (AN), L2 teacher work engagement (WE), L2 teacher job satisfaction (JS), L2 teacher teaching enjoyment (TE), and L2 teacher emotion regulation behaviour (ERB) are detailed in Table 2.

Table 2 section 1: Variation analysis – ANOVA ^a
Model		Sum of Squares			df	Mean Square		F			Sig.
Regression		15.012			4.000	3.753		11.308			.000^b
Residual		55.095			166.000	0.332
Total		70.107			170.000
a. Dependent Variable: ERB
b. Predictors: (Constant), TE, WE, AN, JS
Table 2 section 2: Regression coefficients
	Unstandardised Coeff.		Standardised Coeff.		t	Sig.	95% Confidence Interval for B			Collinearity Statistics			The Results of Hypothesis Testing
Model	B	Std. Error	B				Boot LLCI		Boot ULCI	Tolerance		VIF
Constant	1.146	0.456	-		2.511	0.013	0.245		2.047	-		-	-
WE	0.330	0.096	0.270		3.450	0.001	0.141		0.519	0.772		1.295	Accepted
JS	0.264	0.081	0.254		3.269	0.001	0.105		0.423	0.782		1.278	Accepted
AN	0.078	0.058	0.097		1.352	0.178	-0.036		0.193	0.927		1.079	Rejected
TE	0.009	0.049	0.013		0.190	0.849	-0.088		0.106	0.962		1.039	Rejected
a. Dependent Variable: ERB
Table 2 section 3: Estimation of standard deviation
Model		R		R Square		Adjusted R Square					Std. Error of the Estimate
1		0.463^a		0.214		0.195					0.576
a. Predictors: (Constant), TE, WE, AN, JS
b. Dependent Variable: ERB

Table 2, section 1 reveals a significance value of 0.000, which is below 0.05. This meets the significance criteria, indicating that, based on the F-test, the regression model is statistically valid.

According to Table 2, section 2, the collinearity statistics reveal no evidence of collinearity between the independent variables. A meticulous test is paramount for a comprehensive validation of the multiple regression model.

Table 2, section 2, indicates that collinearity statistics reveal no evidence of collinearity between the independent variables. This evaluation seeks to ascertain that the regression coefficients of all independent variables approximate zero, thereby confirming that the variance explained is not simply coincidental. The regression coefficients in the sample are identified as B₁, B₂, B₃, and B₄. The corresponding null and alternative hypotheses, which will provide deeper insight into the study, are set to be detailed in the following section:

H₀=B₁=B₂=B₃=B₄=0

H₁= not all B coefficients are equal to 0

In this research, the Student's t-test is utilized, accounting for n−(k+1) degrees of freedom. As indicated in Table 2, section 2, the t-values obtained for the four variables are as follows: 3.450 for WE, 3.269 for JS, 1.352 for AN, and 0.190 for TE. For the purposes of hypothesis testing, these t-values are compared against the critical t-value, which is set at a 0.05 significance level for a two-tailed test. With the four independent variables considered, the study involves 162 degrees of freedom, resulting in a critical t-value of ±1.976.

In the case of L2 teacher work engagement (WE), the observed t-value (3.450) is higher than the critical t-value (1.976). The test reveals a significance level of 0.001, lower than the predetermined significance threshold of 0.05. The null hypothesis for WE is rejected. This confirms that B₁ is statistically distinct from zero. For L2 teacher job satisfaction (JS), the observed t-value (3.269) is higher than the critical t-value (1.976). Similarly, with JS's observed t-value (3.269) exceeding the critical value (1.976) and the significance level (0.001) falling below 0.05, the null hypothesis for JS is also rejected. This indicates that B₂ is significantly different from zero.

However, given the observed t-value (1.352) for AN being less than the critical value (1.976) and the significance level (0.178) exceeding 0.05, the null hypothesis for AN is accepted. This suggests that B₃ is not statistically different from zero. Similarly, the null hypothesis for TE is accepted since its observed t-value (0.190) is lower than the critical value (1.976), and the significance level (0.849) is above 0.05. This implies that B₄ is statistically zero. In summary, neither system-related teacher anger nor L2 teacher teaching enjoyment significantly influences L2 teacher emotion regulation behaviour.

Accordingly, the regression equation is derived as ERB = 1.146 + 0.330 x₁ + 0.264 x_2,where x₁ = L2 teacher work engagement (WE), x₂ = L2 teacher job satisfaction (JS).

The coefficient of determination, R², representing the percentage of total variance explained by the independent variable, is 21.4%, as shown in Table 2 section 3.

Table 3 elucidates the relationships among system-related teacher anger (AN), L2 teacher work engagement (WE), L2 teacher job satisfaction (JS), L2 teacher teaching enjoyment (TE), and L2 teacher well-being (TWB).

Table 3 section 1: Variation analysis – ANOVA ^a
Model		Sum of Squares			df	Mean Square		F			Sig.
Regression		22.627			4.000	5.657		25.404			.000^b
Residual		36.963			166.000	0.223
Total		59.590			170.000
a. Dependent Variable: TWB
b. Predictors: (Constant), TE, WE, AN, JS
Table 3 section 2: Regression coefficients
	Unstandardised Coeff.		Standardised Coeff.		t	Sig.	95% Confidence Interval for B			Collinearity Statistics			The Results of Hypothesis Testing
Model	B	Std. Error	B				Boot LLCI		Boot ULCI	Tolerance		VIF
Constant	1.141	0.374			3.052	0.003	0.403		1.879	-		-	-
WE	0.283	0.078	0.252		3.616	0.000	0.129		0.438	0.772		1.295	Accepted
JS	0.443	0.066	0.463		6.702	0.000	0.313		0.574	0.782		1.278	Accepted
AN	-0.038	0.047	-0.051		-0.798	0.426	-0.132		0.056	0.927		1.079	Rejected
TE	-0.003	0.040	-0.004		-0.070	0.944	-0.082		0.077	0.962		1.039	Rejected
a. Dependent Variable: TWB
Table 3 section 3: Estimation of standard deviation
Model		R		R Square		Adjusted R Square					Std. Error of the Estimate
1		0.616^a		0.380		0.365					0.472
a. Predictors: (Constant), TE, WE, AN, JS
b. Dependent Variable: TWB

As depicted in Table 3 section 1, the p-value is 0.000, below 0.05, denoting the statistical significance of the regression model.

According to Table 3 section 2, the analysis of collinearity confirms that the independent variables are free from collinearity concerns. The t-value (3.616) of L2 teacher work engagement (WE) is observed to be higher than the critical t-value (1.976). The test reveals a significance level of 0.000, lower than the predetermined significance level of 0.05. Given these results, the null hypothesis for WE is rejected, suggesting that B₁ is statistically distinct from zero. For L2 teacher job satisfaction (JS), the observed t-value (6.702) is higher than the critical t-value (1.976). Following the same criteria, the null hypothesis for JS is also rejected, indicating B₂ is significantly different from zero."

However, in the case of system-related teacher anger (AN), the recorded t-value stands at -0.798, which is higher than the critical t-value (-1.976). And the significance level (0.426) exceeds 0.05. Given these values, the null hypothesis for AN is accepted, indicating that B₃ is not statistically different from zero. The t-value for L2 teacher teaching enjoyment (TE) is -0.07, which exceeds the critical t-value of -1.976. With a significance level of 0.944 (above the 0.05 threshold), it is not statistically significant. The null hypothesis for TE is accepted, signifying that B₄ is statistically zero. Consequently, neither system-related teacher anger nor L2 teacher teaching enjoyment is significant predictors for L2 teacher emotion regulation behaviour.

Based on the unstandardised coefficients, the regression equation can be formulated as TWB = 1.141+ 0.283 x₁ + 0.443 x_2,where x₁ = L2 teacher work engagement (WE), x₂ = L2 teacher job satisfaction (JS).

In this case, the coefficient of determination R² is 38% (Table 3 section 3).

3.4 Mediating analysis

The researchers have utilised the PROCESS macro for SPSS to execute a mediation analysis in the current investigation^[40]. Model 4, tailored for single mediator models, was chosen for this research. The L2 Teacher Emotion Regulation Behaviour (ERB) is recognised as the mediator bridging the independent and dependent variables. Two mediation paths demonstrated statistical significance (P < 0.05) based on prior analysis.

In the subsequent discourse, "Effect Ratio" represents the Path(N) quotient to the total effect documented. Additionally, the "P/C" column delineates whether the pathway embodies a complete ('C') or partial ('P') mediator. A complete mediator signifies that the indirect effect encapsulates the relationship between variables. A partial mediator, on the other hand, indicates the coexistence of both direct and indirect effects.

Table 4 section 1: Significant mediating effects of the research model A
Total effect of WE on TWB
Effect	SE	t	p	LLCI	ULCI	c_cs
0.499	0.078	6.433	0.000	0.346	0.653	0.444
Direct effect of WE on TWB
Effect	SE	t	p	LLCI	ULCI	c'_cs
0.342	0.079	4.318	0.000	0.186	0.498	0.304
Indirect effect(s) of WE on TWB:
	Effect	BootSE	BootLLCI	BootULCI	Effect Ratio	P/C
WE→ERB→TWB	0.157	0.045	0.077	0.253	31%	P
Table 4 section 2: Significant mediating effects of the research model B
Total effect of JS on TWB
Effect	SE	t	p	LLCI	ULCI	c_cs
0.425	0.057	7.423	0.000	0.312	0.538	0.496
Direct effect of JS on TWB
Effect	SE	t	p	LLCI	ULCI	c'_cs
0.329	0.056	5.889	0.000	0.219	0.440	0.385
Indirect effect(s) of JS on TWB:
JS→ERB→TWB	0.095	0.030	0.040	0.157	22%	P

Table 4 section 1 demonstrates a comprehensive overview of the total, direct, and indirect effects of variable L2 Teacher Work Engagement (WE) on L2 Teacher Well-being (TWB) within the proposed model. The total effect of WE on TWB is reported as 0.449 (p < 0.001), indicating a statistically significant relationship. Furthermore, the direct effect of WE on TWB, which isolates the impact of WE on TWB while disregarding the mediating variables, is also found to be statistically significant at 0.342 (p < 0.001). The total indirect effect is estimated as 0.157, which is statistically significant, as evidenced by the bootstrapped confidence interval not encompassing zero. This finding suggests that ERB significantly influence the relationship between WE and TWB. The effect ratios associated with this pathway indicate that it accounts for 31% of the total effect. In the "P/C" column, this pathway is categorised as partial mediation.

According to the information presented in Table 4, section 2, the total effect size of L2 teacher job satisfaction (JS) on L2 teacher well-being (TWB) is reported as 0.425, with a significance level of p < 0.001. Additionally, the direct effect, representing the impact of JS on TWB without mediation from other variables, is also found to be significant at 0.329 (p < 0.001). These findings indicate that L2 teacher job satisfaction (JS) significantly predicts L2 teacher well-being (TWB) even when the potential mediator is not considered. However, the indirect effects provide a more nuanced understanding of the relationship between JS and TWB. Indirect effects refer to the influence of JS on TWB through ERB. In this particular case, the total indirect effect of JS on TWB is estimated as 0.095, and its significance is confirmed by the bootstrapped lower limit confidence interval (BootLLCI) and upper limit confidence interval (BootULCI) not encompassing zero. The effect ratios associated with this pathway indicate that it accounts for 22% of the total effect. In the "P/C" column, this pathway is categorised as partial mediation, signifying that the effect of JS on TWB operates significantly through this particular pathway.

This research examined the potential influence of several determinants to unravel the elements that bolster the psychological well-being of language teachers in the context of the "up or out" policy. These encompass system-related teacher anger, work engagement, job satisfaction, teaching enjoyment, and emotion regulation on the mental health of female L2 instructors. The findings highlight the importance of the psychological well-being model in settings melded by such policy frameworks.

L2 teachers' work engagement was found to have a significant impact on their emotion regulation behaviour. This discovery suggests that when L2 teachers are deeply involved and committed to their profession, it positively influences their ability to manage and regulate emotions. In other words, as L2 teachers become more invested and dedicated in their roles, they are better equipped to navigate and control their emotional responses, leading to a more balanced emotional state during professional interactions. Such a correlation between work engagement and emotional regulation in the teaching profession echoes the conclusions drawn by various scholars in the field ^[19][41]. Building on this, it is evident that job satisfaction is a key factor in how educators regulate their emotions. Educators who experience a high level of fulfillment and contentment in their work tend to develop greater resilience against emotional disruptions. This observation aligns with previous studies which have identified a correlation between job satisfaction and emotion regulation among educators, further substantiating the importance of job satisfaction in the emotional well-being of teachers^[1]. As such, L2 teachers who are more satisfied with their roles are better equipped to face challenging situations, drawing from a repertoire of emotional regulation techniques to navigate these challenges effectively.

Moreover, job satisfaction was also identified as a primary predictor of L2 teachers' well-being. When teachers perceive their work as fulfilling and feel a sense of accomplishment in their roles, it naturally has a positive bearing on their mental and emotional states. Previous study also lends credence, drawing a clear connection between job satisfaction and improved well-being^[42]. A plausible explanation is that a satisfied teacher might be more resilient to negative emotions such as anxiety, irritation, and despondency. The findings of this study also reinforce the critical role of work engagement as a determinant of L2 teachers' well-being, aligning with previous research that demonstrates a symbiotic relationship between active engagement in teaching activities and heightened psychological well-being^[20][43]. Engaged teachers who invest emotionally, cognitively, and physically in their teaching not only foster a positive learning environment but also tend to report higher levels of well-being. It should also be noted that the emotion regulation strategies teachers adopt can significantly impact their well-being. The results of this study highlight the significant impact of emotion regulation behaviours on teachers' well-being. Effective emotion regulation acts as a protective mechanism against various teaching-related stressors, such as classroom disruptions or challenging student behaviours. Consistent with earlier studies, it is observed that teachers skilled in emotion regulation are more likely to foster a harmonious classroom environment, leading to improved mental and emotional well-being^[1]. This convergence of findings accentuates the importance of emotion regulation in the professional health of educators.

Nevertheless, the findings did not fully validate the impact of system-related teacher anger and teaching enjoyment, as identified in earlier study on language teachers^[13][44]. A plausible explanation for this divergence might be that the previous studies focused on Iranian teachers. In contrast, this study centred on English language teachers in China, where Confucian values place a high premium on education and respect for teachers. The experiences of educators might be fundamentally different from those in Iran. While both cultures greatly respect the teaching profession, the nuances of the teaching environment, institutional pressures, and societal expectations may differ considerably. Another possible reason is that the studies above primarily focused on teachers employed at top public universities in major cities. In contrast, participants in the current study predominantly hailed from basic public universities. Teaching environments in top-tier universities, as studied in previous research, are often characterised by rigorous academic demands, competitive research pressures, and a pursuit for international recognition. Such environments could magnify feelings of anger and dissatisfaction stemming from system-related challenges while simultaneously dampening teaching enjoyment. Conversely, the teaching environment might prioritise pedagogical excellence over aggressive research outputs in basic public universities, where the current study was centred. This could mitigate system-induced frustrations and bolster feelings of teaching satisfaction.

The symbiotic relationship between emotion regulation behaviour and psychological well-being, especially among teachers, is pivotal. Given the intricate nature of the teaching profession, educators are frequently exposed to emotional —from pedagogical challenges, student interactions, or administrative pressures. Therefore, the capability to effectively manage and regulate these emotions is not merely a supplementary skill but a cornerstone of their psychological health. This research amplifies emotion regulation behaviour as a critical mediating variable, bridging the gap between work-related factors (job satisfaction and work engagement) and overall well-being. Specifically, China's "up or out" policy inadvertently adds layers of pressure on teachers, given the imperatives of continuous improvement and the looming risk of professional stagnation. In such a dynamic environment, emotion regulation becomes a teacher's shield, helping them navigate the ebb and flow of classroom emotions without detriment to their mental health.

The psychological well-being of language teachers is of paramount importance, especially in the context of challenging policies like the "up or out" approach prevalent in the Chinese educational system. In this study, we examine the contributions of system-related teacher anger, teaching enjoyment, work engagement, job satisfaction, and emotion regulation to the psychological well-being of L2 teachers. By understanding these underlying factors, policymakers, teacher training programs, and institutions can foster a supportive environment for language educators. This study provides insights into the intricate interplay among these factors and their impact on the psychological well-being of L2 teachers.

In this research, the authors utilized a quantitative methodology, specifically a multiple linear regression analysis, to explore the hypothesized connections. The study involved L2 teachers from several Chinese universities, with data gathered via validated surveys examining work engagement, job satisfaction, emotion regulation practices, and psychological well-being. The findings from the multiple linear regression analysis revealed a notable positive correlation between teacher work engagement and their capacity for emotion regulation. A higher degree of work engagement corresponded with more effective emotional regulation, which in turn contributed to improved psychological well-being. Additionally, job satisfaction was identified as a key determinant of emotion regulation, with greater job satisfaction leading to more effective emotional management techniques. Both job satisfaction and work engagement were pinpointed as primary factors influencing teachers' psychological well-being, thus supporting the hypothesized well-being framework. These insights emphasize the crucial impact of work engagement and job satisfaction in fostering L2 teachers' psychological health. The study offers concrete evidence supporting the relevance of the proposed well-being model in contexts influenced by policy changes, particularly enhancing its relevance in Chinese educational environments. Moreover, the research brings to light the significance of incorporating emotion regulation strategies as a potential influence on teacher well-being.

This research illuminates the pivotal roles played by work engagement, job satisfaction, and emotion regulation in underpinning the psychological well-being of L2 teachers, especially within the contours of China's "up or out" policy framework. By spotlighting job satisfaction and work engagement as dominant determinants of teacher well-being, the results empirically endorse the posited well-being model, broadening its relevance in policy-driven educational landscapes. Additionally, a central revelation from this study is the salient importance of delving deeper into emotion regulation strategies. Such strategies, often overshadowed in conventional discourses, emerge as influential conduits influencing the psychological well-being of educators. By demystifying the intricate interplay between these factors and teacher well-being, the study broadens the canon of knowledge about the psychological dimensions of language educators.

The findings of this research offer critical implications for the field of language education, particularly in understanding the psychological well-being of L2 teachers under challenging policy frameworks like China's "up or out" approach. The significant role of work engagement and job satisfaction in promoting psychological well-being underscores the need for educational policies and institutional practices that foster these elements. Schools and educational bodies must prioritize creating environments where teachers feel engaged and satisfied. This could involve providing professional development opportunities, ensuring a balanced workload, and recognizing and valuing teachers' contributions. Additionally, the study's findings highlight the necessity of incorporating emotional regulation strategies into teacher training and development programs. Educators should be equipped with tools and techniques to manage their emotions effectively, which is crucial in maintaining their psychological well-being. Training programs could include workshops on emotional intelligence, stress management, and strategies for maintaining a healthy work-life balance. However, the discrepancies noted between this study and previous studies concerning the impact of system-related teacher anger and teaching enjoyment highlight the complex and nuanced nature of teacher well-being. Future research should delve deeper into these nuances, exploring how various factors, including cultural and institutional differences, influence teachers' psychological states.

The current investigation offers valuable insights into the factors affecting language teachers' psychological well-being. Nonetheless, it's important to acknowledge certain limitations in the interpretation of these results. One primary limitation is the study's relatively narrow participant pool. A larger, more diverse sample achieved through random sampling could enhance the generalizability of the results. Secondly, the exclusive focus on female teachers, while providing in-depth insights into the experiences of this particular demographic, also presents a limitation in terms of the generalizability of findings. Male teachers may have distinct experiences, emotional triggers, and regulation strategies influenced by societal expectations, gender roles, and professional challenges unique to them. Thus, there is a pressing need for subsequent research to incorporate the perspectives of male L2 instructors to offer a more comprehensive picture of teacher well-being. Moreover, the study's misalignment with prior research concerning the influence of system-related teacher anger and teaching enjoyment poses another limitation. These discrepancies may arise from the unique contexts and demographics of the studied population, such as the type of educational institution and its geographical setting. Thus, to further refine the well-being model and ensure its applicability across diverse contexts, more exhaustive research is warranted. Future investigations should involve varied institutional types, geographical regions, and diverse teacher profiles.

Author contributions

K.Q. played a pivotal role in managing the data, conducting statistical analysis, interpreting the results, authoring the paper, and revising the manuscript. X.W. was instrumental in the conception and design of the study, oversaw data collection, and provided significant feedback. All authors participated in the review of the paper and granted their approval for the final manuscript.

Data Availability Statement

The data can be accessed through the following link:

https://docs.google.com/spreadsheets/d/1I_I616Cp8bIZ2qWypej4r_kjFAAVfwv4/edit?usp=sharing&ouid=116724483194409991361&rtpof=true&sd=true

Additional Information

Conflict of Interest statement

There are no conflicts of interest to report for this study entitled "Positive Psychology in Language Teaching: Investigating Factors Influencing Language Teacher Well-being under the 'UP or Out' Policy." There have been no financial or personal relationships with other people or organizations that could inappropriately influence or bias the work reported in this study. This declaration is true to the best of our knowledge and is provided to maintain the integrity and transparency of the research process.

Ethics approval

This study was approved by the Research Ethics Committee of North China Institute of Science and Technology

Information sheet

Participant Information Sheet

Research Topic:

Positive Psychology in Language Teaching: Investigating Factors Influencing Language Teacher Well-being under the "UP or Out" Policy

Invitation to Participate:

You are cordially invited to participate in a pivotal research study. This document will help you understand the study's purpose, your role in it, and how it will be conducted. Please review this information thoroughly and feel free to reach out for further clarification or additional information. Consider carefully before deciding on your participation.

Purpose of the Study:

This pilot study aims to examine key factors affecting the well-being of language teachers in China, focusing on the "UP or Out" policy's impact. It seeks to understand the interplay between system-related anger, work engagement, job satisfaction, teaching enjoyment, and emotion regulation in shaping teachers' psychological health.

Your Participation:

If you choose to participate, you will be asked to complete an online survey. This survey is designed to gather insights into your experiences as a language teacher under the "UP or Out" policy.

Why You Have Been Chosen:

You are being approached for this study because you are a language teacher currently working in a Chinese educational institution under the "UP or Out" policy. Your experiences and insights are valuable to this research.

Voluntary Participation:

Your participation in this study is entirely voluntary. Should you choose to withdraw after participating, you can do so by contacting the research team. All data previously provided by you will be respectfully removed from the study.

Confidentiality:

Your identity will remain confidential throughout the study. You will be assigned a code for anonymity, and all data will be securely stored. Your name will not appear in any reports or publications resulting from this research.

Data Usage:

The information you provide will contribute to a better understanding of the factors influencing language teacher well-being in China. It will be analysed and may be used in academic publications. Rest assured, no personal or identifiable information will be included in these publications.

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No competing interests reported.

SupplementaryMaterial.docx

Positive Psychology in Language Teaching: Investigating Factors Influencing Women Language Teacher Well-being under the "UP or Out" Policy

Status:

Version 1

Abstract

Introduction

1. Literature review

1.1 Research model and hypotheses

2. Methodology

2.1 Participants

2.2 Instruments

3. Result

3.1 Measurement model assessment

4. Discussion

5. Major findings

6. Conclusion

7. Implication for future studies

8. Limitations

Declarations

References

Additional Declarations

Supplementary Files

Status:

Version 1