Relations between workplace conditions, job satisfaction, psychological well-being and job commitment among teachers in Hong Kong

Abstract

<p>Teachers’ well-being has become a growing concern in Hong Kong due to the rapidly changing educational and societal environment in recent years. This study explored the relations among school workplace conditions, teachers’ job satisfaction and commitment, and their psychological well-being. A cohort of 224 teachers in Hong Kong (34% male, mean age=37.4 years, SD=.69) completed an online questionnaire. The findings showed that job satisfaction served as an important mediator between workplace conditions—including job design, workplace relationships, and leadership—and teachers’ wellbeing (ps<.01). Moreover, direct contributions were observed from workplace relationships (β=.23, p<.001) and leadership (β=.22, p=.04) to teachers’ wellbeing. Similarly, job satisfaction significantly mediated the relationship between workplace conditions and teachers’ work commitment (ps<.01), with indirect effects ranging from .10 to .23. However, no direct effects were found between workplace conditions and teachers’ work commitment. The proposed path model demonstrated a good fit, supporting the mediated relations examined. These findings provide insights into the stressors faced by teachers within their workplace environment. Notably, workplace relationships and leadership emerge as pivotal factors influencing teachers’ job satisfaction and wellbeing. This study holds implications for school management policies and interventions aimed at enhancing the professional experience and well-being of educators in Hong Kong.</p>