Promoting Teacher Well-Being: The Influence of the PERMA Model and Innovative Work Behavior on Job Satisfaction in Physical Education

Promoting Teacher Well-Being: The Influence of the PERMA Model and Innovative Work Behavior on Job Satisfaction in Physical Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Promoting Teacher Well-Being: The Influence of the PERMA Model and Innovative Work Behavior on Job Satisfaction in Physical Education Junliang Li, Xupeng Zhang This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7125889/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The prime objective of the current study is to examine the direct impact of PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) on the job satisfaction of university teachers in Xinjiang province of China. In addition to that, the current study has examined the mediating role of innovative work behaviour in relationship between PERMA models and job satisfaction. Based on survey-based research design, the data is collected from a sample of 300 physical education teachers in the Xinjiang province (China) using purposive sampling. All the data was then analyzed using Smart-PLS 4.0. The results of the study highlight that direct hypotheses examining the impact of positive emotion, engagement, relationships, meaning, accomplishment, and innovative work behaviour on the job satisfaction of teachers in physical education are significant. Meanwhile innovative work behaviour appears to be a significant mediator between PERMA model and job satisfaction. This research concludes by recognizing the interdependence among well-being, innovation and satisfaction in service to the teaching profession and posits recommendations for creating environments that are nurturing and innovative with regards to teaching. This study is among the pioneer studies validate and extend existing theoretical frameworks, by showing their relevance and applicability in education, an area that has until now received relatively less attention in organizational and psychological research. Social science/Education Business and commerce/Information systems and information technology Biological sciences/Psychology Social science/Psychology PERMA Innovative Work Behaviour Job Satisfaction Physical Education Teacher China Figures Figure 1 Figure 2 1.0. Background In any profession, the satisfaction of a job is a very crucial determinant of the professional well-being, performance and retention, but is more critical in teaching [ 1 ]. Teachers have a very influential role in our future generation and hence its important that teachers are being happy at their work. Similar to that mentioned above, we can say that job satisfaction in teaching is the extent to which teachers feel satisfied, valuable, and motivated in his professional role [ 2 ][ 3 ]. With a satisfied teacher there is more likelihood of a committed, resilient and effective teacher, who in turn creates a positive learning environment, resulting in student success. Conversely, low job satisfaction leads to burnout, absenteeism, and attrition from educational systems, disrupting learning process, and making educational systems heavy to maintain [ 4 ][ 5 ]. The work in the teaching profession is grueling work, an inherently difficult calling, one needing mountains of emotional intelligence, patience, and adaptability [ 5 ]. Teachers are not just teachers who impart knowledge to the students but also role models, caregivers, and mentors. The role their work environment plays in job satisfaction is its culture, leadership support, student behavior and administrative workload [ 6 ]. Their overall contentment is influenced by external factors such as salary, job security. While intrinsic factors, likes sense of purpose, achievement and how you are dealt with by students and colleagues, are more often the forces responsible for sustaining long term job satisfaction[ 7 ]. Teachers who are motivated with meaning and fulfilment of their work are more likely to stay motivated, stay involved in continuous professional development, and stay involved in their teaching practices. In recent times teacher satisfaction has been found to be important not only in terms of improving the well-being of the teachers, but it is also important for student outcomes [ 8 ]. Schools with greater levels of teacher job satisfaction are associated with lower turnover rates; higher level of student engagement; and a more positive school climate [ 9 ]. Compared to schools with high teacher dissatisfaction, schools having high absenteeism, turnover amongst teachers, and lower rates of performance amongst students. As a result, teacher job satisfaction is so important to understand what influences it and what can be provided to make the teacher’s job satisfaction better. In so doing, innovative work behavior (IWB) becomes one key factor that has emerged as a key influence over job satisfaction [ 10 ]. IWB is the term given to what an individual does proactively to introduce new ideas process and or method against his work performance and help the organization’s goals. An IWB context in the teaching context is the introduction of creative teaching methods, using technology for learning, and continuous improvement of teaching methods for diverse student needs. In engaging in IWB, teachers are also doing their professional roles but also trying to make the educational experience better for themselves and their students. There are many ways in which work can be innovative in teaching: use of new technologies and teaching tools, redesign of curriculum materials, introduction of new assessment techniques. There is a significant relationship between IWB and job satisfaction because teachers who engage in innovative behaviors tend to be more personally and professionally satisfied [ 11 ]. The idea that teaching remains unfulfilling because it is simply a job that has not yet been made appealing through new approaches, requires solving classroom challenges creatively, will lead to a feeling of lack of achievement and produce a feeling of job dissatisfaction [ 11 ][ 12 ]. Additionally, their peers, students, and school leaders’ recognition and positive feedback support the motivation to continue to innovate and create, and it becomes a positive cycle of satisfaction and creativity. Yet for IWB to succeed, the teachers need a supportive and facilitative environment suited to innovation. All that access to professional development, a culture of collaboration, and leadership that's all about experimentation and risk takes. Besides innovation there are some psychological and emotional factors which influence overall job satisfaction of teachers. The work of a teacher is perceived by the teacher in terms of positive emotions. Teachers who felt happy, proud or excited at work are more likely engaged in creative behaviours, such as IWB. Teachers with a lot of positive emotions in their lives feel more energized which in turn allows them do their job better and embrace new challenges. Teachers who are happy with their job tend to do more, particularly with additional work, like trying new ways of teaching. With this, we can see that it is crucial for an IWB environment; positive emotions are needed to instill a mindset which is both geared for creativity and problem solving. Another important determinant affecting IWB and job satisfaction are engagement. Teachers are more likely to feel connected to their students, be motivated to do their work [ 13 ][ 14 ], and committed to improving their teaching practice when they are engaged in their work. Teacher engagement is a deep psychological commitment towards the teaching profession and are energy, enthusiasm and effort put in by the teacher towards his role. Engaged teachers are treated more favorably with their jobs at the same time as they [ 15 ] are likely to demonstrate innovative behaviors as a result of engagement which facilitates a feeling of ownership and responsibility for one’s work. In fresh situations, teachers who are so engaged with their profession, the students, and professional development, are more likely to seek out and experiment with all new types of learning to make a huge effect in their students’ lives. IWB strongly affects the perception of meaningfulness involved in work and involves job satisfaction [ 16 ]. Teachers who perceive their work as meaningful are more likely to exhibit creative teaching behaviours, and experience greater job satisfaction [ 17 ][ 18 ]. The significance of teaching is found in the expression to themselves that what they’re doing has great meaning in their students’ lives and prospects. Teachers that believe their effort is helping to create a larger purpose, such as raising the next generation, will be more disposed to remain motivated and looking forward to going to work. Teachers find this sense of meaning a powerful driver of IWB, as we try to improve our teaching in ways that are meaningful to us in terms of commitment to our personal and professional values. Even in the workplace, relationships are important to the way job satisfaction and IWB are shaped. Teachers with solid, approving relationships at school, with students, and with school leaders are more likely to be happy in their jobs. When teachers are working in a positive and supportive environment, they likely will share ideas, collaborate on a new project and support each other when trying to improve teaching. These relationships, apart from being supported for one's emotions, also create a venue for exchanging ideas that add to one's job satisfaction and lead to better implementation of IWB. Another important factor to achievement so is IWB and job satisfaction. Teachers who feel more satisfied with their work are more likely to feel that sense of achievement when good things happen in their work—such as improved student outcomes, successful projects or professional recognition. Achievement is both a motivator and a reward, and acts as a motivator to engage in innovative behaviours. Teachers are more likely to feel pride and fulfillment in their work when they see the tangible results of their innovative efforts, such as increased student engagement or academic performance. It gives them a sense of achievement, which spawns a cycle event their continued participation in the idea of innovation and job satisfaction in the long term. This study contributes to the understanding of how various factors such as positive emotions, engagement, meaning, relationships, and achievement interact with IWB to enhance job satisfaction among teachers. By examining these interconnected factors, this research aims to provide valuable insights into how schools can create environments that foster innovation and satisfaction among teachers. Understanding these dynamics can help educational institutions develop strategies to improve teacher retention, performance, and overall well-being, ultimately leading to better educational outcomes for students. 2.0. Theoretical Framework To explore how well-being aspects are related to teacher job satisfaction we draw from a number of key psychological and organizational theories about IWB. At the center of this framework is Seligman’s PERMA model, that is the Positive Emotions, Engagement, Relationships, Meaning, and Achievement which are significant in their entirety for a person’s well-being [ 19 ][ 20 ][ 21 ]. Complementary theories, such as Self Determination Theory [ 22 ] who argue that intrinsic motivation drives individual engagement and performance and Social Capital theory [ 23 ][ 24 ] that claim that positive social relationships facilitate knowledge exchange and collective problem solving are used on these accounts. Similarly, theories such as Flow Theory [ 25 ][ 26 ]and Goal-Setting Theory [ 27 ][ 28 ] to address the significance of deep involvement with tasks and setting problem solving goals respectively as motivators for creativity and job satisfaction. Together, these frameworks provide a comprehensive view of the role that teachers’ personal well-being and social dynamics play in shaping teachers’ professional behavior and satisfaction. This approach relates these theories with IWB and Job Satisfaction to posit that Emotionally and psychologically the state of teachers is significantly linked to their ability to innovate in class. High levels of IWB are more present among teachers who experience positive emotions as a result of meaningful relationships, sense of achievement and their deep engagement in their work, assuming the previous mentioned teachers feel intrinsically motivated to improve their teaching methods and to come up with creative ways of solving problems. Consequently, these behaviors further endow the teachers with job satisfaction related to professional goals but also with autonomy and mastery that are fundamental of innovation. The implication is that these well-being dimensions need to be nurtured, for both better innovation and satisfaction in teaching, thus implying that effort to foster teachers’ emotional and psychological needs should be retained and could improve their professional outcomes. Despite difficult conditions, the teaching as a profession is seen as providing the teacher a wide array of positive emotional rewards of, for example, satisfaction, enjoyment or pride[ 29 ][ 30 ][ 31 ]. Hargreaves (2021 ) [ 32 ] in his seminal work found that positive emotions in the workplace are important for work outcomes at both the individual and organizational levels. Using psychological theory [8] researchers have argued for the role of positive emotions in cognitive processing styles and work-related behaviour [33] . Teachers who have had more positive experiences are more open to using uncommonly clever approaches, more malleable with ad hoc solutions (a significant pressure), and generally more powerful building up positive connections with students, and more content with their work. Frenzel et al. (2020, 2021) [ 34 ][ 35 ] and Burić and Frenzel (2023)[ 36 ] have already demonstrated that positive emotions are positively related to teachers’ use of effective teaching strategies, effective teaching behavior, instructional effectiveness, and teachers’ job satisfaction. Indeed, results have shown that positive emotions relate to teachers‘ use of effective teaching strategies, effective teaching behaviour, instructional effectiveness and teachers’ job satisfaction[ 34 ][ 37 ]. If teachers’ classroom behaviour is likely to be affected by positive emotions, as they are observed by students then a process of emotional contagion [31][4] can create a lot of positive experiences for everyone involved, and subsequently lots of emotional rewards to teachers and their job satisfaction. Furthermore, perceived stress is considered an important counterpart to positive emotions, generally defined as the amount and type of negative emotions, which is negatively related to job satisfaction [ 38 ]. Based on the discussion, the current study broached the following hypothesis: H 1 Positive emotion would be a significant predictor of job satisfaction among physical education teachers Social engagement is one of the hallmarks of success and progress in teaching profession [ 39 ]. This means that if teachers can meet this need, they are more likely to perceive job-related success as well as satisfaction. Furthermore, prior studies argued that [ 40 ][ 41 ], engaged teachers who set out to instill favorable circumstances for pupil learning are able to enhance pupil engagement, hence getting rewarding feedback. Engaged teachers transfer their positive attitudes and motivation to their students and show higher rates of enjoyment and student success [ 40 ] as well as have increased reports of job success and satisfaction. This spells higher rates of low student achievement when teacher engagement is low, and teacher emotional exhaustion is high [ 20 ][ 21 ]. Based on the discussion, the current study broached the following hypothesis: H2 Engagement would be a significant predictor of job satisfaction among physical education teachers To facilitate occupational success, functional professional relationships are necessary to teach too. Supportive teacher–student relationships have been noted to be a means with which to prevent teacher burnout and supportive things for teacher engagement [ 40 ][ 31 ][ 4 ]. Whereas good student outcomes and functional relationships within the working context are largely responsible for teachers' job satisfaction, say the satisfied veteran teachers [ 4 ][ 5 ][ 8 ]. Teacher–student relationships have been consistently mentioned as a key source of job satisfaction for teachers, throughout their professional career [ 41 ]. In fact, it has been found that teacher–student relationships have a significant impact on teacher emotional experience than other relationships with colleagues [8] . In addition, teachers who are in good relationships with their students tend to stay motivated with their work [ 2 ][ 3 ]. Research also confirms that teachers who take care with good relationships with students report greater well-being and lower levels of emotional stress. Therefore, it has been shown that poor functioning teacher relationships with students [ 4 ] contributes to great likelihood of job dissatisfaction. Good teacher–student relationships as well as good relations with coworkers contribute to stress reduction and the teachers’ satisfaction has been shown to directly be predicted by both super visors and co-workers’ social support. Based on the discussion, the current study broached the following hypothesis: H3 Relationship would be a significant predictor of job satisfaction among physical education teachers The literature reveals that these factors are highly interrelated in a way that other perception of work, such as considering work as meaningful can become an important driver of work satisfaction perceived as work environment [ 8 ][ 41 ]. Based on most of the teachers seem to have derived occupational meaning from intrinsic pedagogical motives, for example, making students flourish [ 2 ][ 3 ]. Furthermore, the created and shared subject related content knowledge experience also results in learning meaning (developed and shared) when the topics created are ones that they can relate to in their classroom [ 4 ]. Higher job satisfaction is also reported by teachers who perceive that their work is meaningful [ 36 ], and there is evidence they are more engaged and resilient [ 36 ]. Yet, a negative prediction of perceived meaning immediately predicts the teacher’s intention to leave the profession. Based on the discussion, the current study broached the following hypothesis: H 4 Meaning would be a significant predictor of job satisfaction among physical education teachers Teaching professionals seem to require setting and achieving individual occupation related goals. Empirical evidence through decades has indicated that teachers’ achievement sense and achievement sense behaviour are similarly tied to achievement in academic work of the students under them [ 2 ][ 3 ][ 8 ][ 41 ]. Teachers’ instructional behaviour, interest in teaching, and well-being, had been reported to be connected to teachers’ achievement goals, such as developing close relationships with students [ 36 ], meaning that teachers who have achieved close relationships with students also tend to have a goal of achieving close relationships with students [ 40 ][ 31 ][ 4 ]. For the achievement aspect, teachers appear to enjoy strongly positive effects of value consonance together with the high quality (i.e., mastery) goals shared with their students and shared within their school (between teachers) in general [ 4 ][ 5 ][ 8 ]. Based on the discussion the current study broached the following hypothesis: H 5 Accomplishment would be a significant predictor of job satisfaction among physical education teachers IWB refers to deliberate effort made by an individual to promote and implement new ideas, methods or processes that should lead to improvements in their working environment or organizational outcomes [ 10 ][ 9 ]. This can happen in many ways in the teaching profession itself, for example in creative instructional strategies development, in technology integration into classroom activities or curriculum adaptation to accommodate a variety of student needs [ 11 ][ 12 ]. Collaborative innovation—when teachers collaborate with colleagues to develop and launch programs or activities designed to improve educational quality—is also part of it [ 8 ]. The creativity of teaching methods that IWB offers is not confined to creativity but problem solving, resourcefulness and the ability to try and learn lessons both from successes and failures[ 16 ][ 17 ][ 18 ] rather, the introduction of IWB is often undertaken by teachers because of their intrinsic motivations: the desire to improve student outcomes, aspirations in professional growth, and desire for meaningful engagement within their roles. Finally, other factors, such as having good leadership that is supportive, access to professional development and professional development, and a school culture which is encouraging experimentation, also creates a ‘push’ to IWB. Active innovative practices of teachers create a feeling of empowerment and value in them as professional [ 13 ]. Teachers receive pride for their ability to navigate challenges with creative solutions and it is the elevation of such ability that amps up teachers’ sense of competence and efficacy. The relationship between IWB and teacher job satisfaction has been established as follows; teachers naturally engage in innovative behaviors that often lead to fulfillment and motivation. Teachers feel a sense of achievement when implementing innovation. The overall job satisfaction of these people also gets a good part from the sense of accomplishment, so for example a teacher who creates a new project-based learning activity and sees better student engagement and performance would be likely feel rewarded and motivated to continue looking for interesting activities [ 14 ][ 15 ]. Additionally, schools that promote and reward IWB, prepare teachers to feel appreciated and supported and this will help to create a link between IWB and job satisfaction [ 11 ]. Positive feedback and positive reinforcement for innovative work will reinforce the intrinsic motivation of teachers and provide an encouragement to stay committed in performing creative practices. IWB also often involves interaction with colleagues, creating a sense of community and shared purpose [ 12 ]. These positive social interactions further increase teachers’ job satisfaction, because they satisfy teachers’ needs of relatedness and belongingness. Nevertheless, IWB and job satisfaction are not a perfect fit. Innovation work can involve extra time and effort on the part of teachers and some teachers may grow stressed or frustrated if they don't feel supported and have resources to do the work [ 16 ]. Thus, while IWB offers the prospects of considerable satisfaction at work, it needs the support of a favourable organizational context, otherwise the positive rewards of innovation might be outweighed by demands to innovate. I end by saying that IWB and job satisfaction are strongly associated in the teaching profession. Teachers engaged in innovative pedagogical practice do more than improve their educational environments; they derive greater purpose, competence and recognition for their practice, which enhances job satisfaction. Active fostering of and support for IWB in schools can be the virtuous cycle where inventiveness can spur satisfaction, where satisfaction in turn makes stronger inventiveness, and stronger inventiveness will give better educational outcomes. Based on the discussion, the current study broached the following hypothesis: H 6 IWB would be a significant predictor of job satisfaction among physical education teachers Positive emotions matter greatly to shaping workplace outcomes by affecting employee cognitive and behavioral processes. According to Frenzel et al. (2021) [ 35 ] there are three teachers’ emotions: positive emotions include joy, enthusiasm and optimism, which strengthens their creative involvement and choice with their work and the relationships with colleagues and students. According to the broaden-and-build theory [ 4 ] positive emotions, positive emotional states ought to broaden an individual’s thought action repertoire, and lead to more exploratory and creative behaviors [ 31 ][ 4 ][ 36 ][ 34 ]. In educational theory, this means that when teachers have positive emotions, it translates into teachers having innovative degrees of behaviors in the form of developing new methods of teaching, integrating technology into lesson plan, and developing new solutions to classroom problems. Not only do these behaviors enrich the experience of teaching, but they add to a sense of satisfaction and competence that increases job satisfaction. IWB acts as an important tie between positive emotions and job satisfaction [ 16 ]. If teachers often play with IWB looking for opportunities, generating ideas, implementing them, they are going to have an intrinsic reward: feel purpose and fulfilled. In addition, schools that recognize and support such behaviors work well for teachers as well since teachers feel they are valued and appreciated. Such a mediating role of IWB, however, is consistent with self-determination theory that holds that greater well-being and job satisfaction is fostered by the fulfillment of need for autonomy, competence, and relatedness [ 12 ]. Consequently, the proposed hypothesis is that the IWB carries out as a mediator between the positive emotions and satisfaction of job among teachers. Based on the discussion, the current study broached the following hypothesis: H 7 IWB would be a significant mediator between positive emotion and job satisfaction among physical education teachers Vigor, dedication and absorption at work is an indicator of employee engagement that has a strong relationship with workplace behaviours and outcomes [ 42 ]. For teachers, engagement shows up as a hard interest in a teacher’s role, an important interest in student success, and a forward approach to resolving problems. The job demands-resources model posits innovative behaviour to be the outcome of engagement because engagement gives employees the energy and the motivation to do more than mere routine tasks [ 43 ][ 16 ]. Teachers who are highly engaged are more apt to try new teaching strategies, run with different technologies and change their curriculum to accommodate differences in student needs [ 14 ][ 15 ][ 11 ]. However, these innovative efforts not only enrich professional experience but on offer a sense of accomplishment and raise the level of job satisfaction. Although engagement is correlated with job satisfaction, in IWB engagement translates into job satisfaction through an important mechanism [ 14 ]. Teaching is an engaging job, and much is invested into it — be it educator’s energy or their dedication towards creating and implementing new ideas which can have positive effects like better teaching or praise from peers and administrators. In this manner, the engagement of users will align with IWB, generating a sense of purpose and competence, and important contributors to job satisfaction. In line with self-determination theory. Teachers’ well-being and fulfilment are better when teachers engage in meaningful and innovative activities. The hypothesized model, therefore, posits that engagement at work behaviour be a mediator of the relationship between Engagement and job satisfaction amongst Teachers. Based on the discussion, the current study broached the following hypothesis: H 8 IWB would be a significant mediator between engagement and job satisfaction among physical education teachers There are positive workplace relationships—supportive interactions with colleagues, students, and administrators that support creating a collaborative and creative work environment [ 42 ][ 44 ]. Strong relationships are thus important to teachers and serve as emotional support, knowledge sharing facilitation and a sense of belonging, all of which support IWB [ 43 ]. According to the social exchange theory, when teachers experience a ‘trust and mutual respect’ in their professional relationship it is more likely that the teachers will reciprocate by engaging in action consistent with the organization’s interest, for example, coming up with new teaching methods or developing solutions to problems in creative ways [ 5 ][ 8 ]. These innovative contributions make to their professional impact, as well as to bolster a feeling of job satisfaction. Positive relationships are found to yield positive job satisfaction through an IWB path. Teachers who have supportive relationships with fellow educators are more likely to have the power and desire to also take risks and suggest new ways of thinking [ 4 ]. Equally important, such relationships foster recognition and collaboration and thereby bias in creating a positive loop, where new ideas and the teachers behind them are celebrated and encouraged. The broaden and build theory relating positive social connections to broader capacity for creative thinking and problem solving which in turn results in job satisfaction; confirms the link between relationships, IWB and job satisfaction [ 2 ][ 3 ]. Accordingly, the hypothesis of the present study suggests that teachers' IWB mediates the relationship between the workplace relationships and teachers' job satisfaction. Based on the discussion, the current study broached the following hypothesis: H 9 IWB would be a significant mediator between relationship and job satisfaction among physical education teachers Work is perceived to be meaningful by teachers, which directly influences teachers’ motivation and engagement, as they then deem their action worth investing in effort and creativity, this makes them to then work more and more. When teachers feel their work is purposeful: rather a shaping of students' future or contributing to society, they are more likely to act proactively and in a cutting-edge way towards their work [ 4 ]. In the self-determination theory, meaningful work supports the fulfilment of intrinsic psychological needs that lead to more heightened motivation and creativity [ 8 ]. Teachers are more likely to use IWB (such as novel teaching strategies and creative technologies) if they view their work as meaningful because such usage enriches their work experience thus enhancing job satisfaction [ 4 ][ 3 ]. IWB is perceived as a meaningful mechanism through which satisfaction with job is linked to. For instance, teachers on whom we have channelized our purpose of continuous innovation, can experience a sense of accomplishment and professional growth, which makes their daily job more satisfying [ 41 ][ 2 ]. These behaviors usually get a stamp of approval from peers and school leaders and, although time consuming, are inherently fulfilling. The job crafting theory provides support to this by stating that for the job to be meaningful, the employees will tend to reverse engineering those roles, thus also gaining job satisfaction. The hypothesis thus predicts that IWB will mediate the link between teachers' perceptions of work as meaningful and subsequent job satisfaction. Based on the discussion, the current study broached the following hypothesis: H 10 IWB would be a significant mediator between meaning and job satisfaction among physical education teachers A strong sense of achievement from hitting targets or defeating challenges is a big motivator and driver of behaviour and performance in the workplace [ 14 ][ 15 ][ 8 ]. Creative and proactive behavior from teachers is inspired by feelings of accomplishment, creating more improved student outcomes or mastering complex teaching methodologies [ 2 ][ 3 ]. The satisfaction from meeting meaningful goals, according to goal setting theory, inspires people to continue attempting to grow and innovate, says goal setting theory. Teachers with high levels of achievement are more likely to use IWB such as experimentation with new pedagogical approaches or developing inventive remedies to classroom issues [ 41 ][ 40 ][ 31 ]. In addition to this, these advances in the profession not only improve their professional life but improve the quality of job satisfaction. IWB plays a channel through which the intrinsic rewards of accomplishment are magnified to mediate the relationship between achievement and job satisfaction [ 4 ][ 5 ][ 8 ][ 11 ]. Teachers that use their sense of achievement to practice innovative approaches gain in enhanced self-efficacy, recognition, as well as profession development, and in turn, boost their job satisfaction. This agrees with the self-determination theory which states that a fulfilment of competence in meaningful achievements leads to intrinsic motivation and subjective wellbeing. Hence it is proposed that achievement is mediated by IWB in relation to job satisfaction among teachers. Based on the discussion, the current study broached the following hypothesis: H 11 IWB would be a significant mediator between accomplishment and job satisfaction among physical education teachers All the hypotheses are stated in the research framework in Fig. 1. 3.0. MATERIALS AND METHODS 3.1. Participant s In the current research, the total 300 physical education teachers were collected using the non-probability convenient sampling technique from Xinjiang province of China The Table 1 represent the detail of respondents’ demographic profile. Table 1 Frequency Distribution of Demographic Sheet (N = 300) Respondent’s Characteristics f (%) Gender Male Female 148 (49.03) 152 (50.07) Age 1 2 3 4 182 (60.07) 36 (12.00) 33 (11.00) 49 (16.30) Education 1 2 3 4 158 (52.70) 104 (34.70) 11 (3.60) 9 (27.00) Job Experience 1 2 3 4 143 (47.70) 60 (20.00) 56 (18.70) 41 (13.70) 3.2. Use of Human Participants The researchers had obtained ethical approval from the Sichuan Vocational and Technical College of Communications ethical approval committee before collecting data from the target respondents (SVTCC-ERC-2025-071). The researchers confirmed that all experiments and study were performed in accordance with relevant guidelines and regulations. Informed consent was obtained from all participants and/or their legal guardians. Research involving human research participants has been performed in accordance with the Declaration of Helsinki. 3.3. Measures Demographic Sheet. Demographic information sheet was obtained from respondents that included gender [male and female], age, education, and job experience (in years). Table 1 represents demographic information profile. PERMA Profile. Butler and Kern (2016) [ 45 ] developed the PERMA-Profiler to measure the Seligman’s (2011) five factors PERMA wellbeing model.[ 46 ] A 15-items based measure with item rates on Likert type response starting from 0 to 10. The minimum score is 0 and maximum score is 150. The higher score indicates higher wellbeing of PERMA, and low score reports lower level of Wellbeing of PERMA. Each factor of PERMA measures through three items of PERMA-Profiler, such as for Positive emotion; items 1–3, Engagement; items 4–6, Relationships; items = 7–9, Meaning; items = 10–12, and Accomplishment; items 13–15, and combined scores are averaged through the 3 items per factor. The reliability of this Profiler has acceptable; Positive Emotion (α = .82), Engagement (α = .80), Relationships (α = .82), Meaning (α = .92), and Accomplishment (α = .84) (Butler & Kern, 2016) [ 45 ]. Work Innovative Behavior Scale. The IWB Scale implemented in this study is developed by Janssen (2000) [ 47 ], consisting of 9 items, each of which followed by a 5-point responses scale ranging from 1 (Very strongly disagree) to 5 (Very strongly agree). The original reliability of this scale is measured with Cronbach’s alpha (α = .91). The Teacher Job Satisfaction Scale. This scale development by Pepe (2011) [ 48 ] is aimed to measure job satisfaction that has been specifically developed for use in educational contexts. The TJSS-9 is composed of 9 items. Items are rated on a 5-point scale (1 = I am highly dissatisfied with this aspect of the school , 5 = I am highly satisfied with this aspect of the school ). Pepe et al. (2017) [ 49 ] reported excellent internal consistency of this scale. 3.4. Research Procedure Before starting the data collection, respondents were assured that their data would be kept confidential, and that the information would be utilized just for research purposes. After getting formal approval, the scholar gave a detailed oral demonstration to cover the purpose of the research. The self-distributed questionnaires were given to the respondents in the sample by the researcher and collected back immediately. In compliance with ethics, informed consent was given to participants. 3.5. Data Analysis The analysis was conducted in two stages through Smart-PLS 4.0.9.6. First, the measurement model was established to find the instrument's reliability and validity using confirmatory factor analysis (CFA). Then, the structural model was evaluated to test the research hypotheses. It uses a nonparametric tactic in assessing the psychometrics of the scales and the path coefficients. And it has a smaller number of restrictions on the linearity, normality, and sample size [ 50 ]. 4.0. RESULTS The results were calculated by assessment of measurement and structural models through SmartPLS. Measurement Model To confirm the precision and accuracy of model, we employed the Partial Least Squares Structural Equation Modeling (PLS-SEM) using Smart PLS 4.0.9.6 software as outlined by Hair Jr et al. (2021) [ 51 ]. The measurement model was involved in evaluating reliability and validity. Cronbach’s alpha values, ranging between 0.703 to 0.894 signify strong reliability for the model [ 52 ]. To ensure convergent validity, several metrics are considered, including factor loadings, composite reliability (CR), and average variance extracted (AVE) [ 53 ]. Convergent validity refers to the degree of a cluster of indicators converge to measure a construct [ 54 ]. It is crucial that these measures equal or exceed 0.5. Additionally, confirming discriminant validity involved comparing the square root values of AVE within each construct against the correlation coefficients. This comparison, in accordance with Fornell and Larcker (1981a) [ 55 ], demonstrated that the square root values of AVE were higher than the correlation coefficients, confirming the achievement of discriminant validity. The reliability and validity of each variable (including predictors and outcome) are presented in Table 2 . The cut-off point for factor loadings is of 0.4, every indicator value with the outer loading smaller than 0.4 must be removed from the measurement model [ 57 ]. Factor loadings below 0.5 were excluded as considered the criteria for item selection but all items were found above the criteria. Additionally, the Cronbach's alpha values for each construct exceeded 0.7, following the guidelines of Hair et al. (2019) [ 58 ], and the Average Variance Extracted (AVE) surpassed 0.5, consistent with reliability and convergent validity standards [ 59 ]. Table 2 Confirmatory factor analysis Variable and Elements Standardized estimate t -value p -value Positive Emotion (CR = 0.710; AVE = 0.627; Cron-Bach = 0.703) PMQ.1 0.752 15.400 0.000 PMQ.2 0.816 17.627 0.000 PMQ.3 0.806 17.940 0.000 Engagement (CR = 0.718; AVE = 0.638; Cron-Bach = 0.716) PMQ.4 0.786 18.014 0.000 PMQ.5 0.818 19.120 0.000 PMQ.6 0.792 18.144 0.000 Relationship (CR = 0.708; AVE = 0.630; Cron-Bach = 0.706) PMQ.7 0.794 16.642 0.000 PMQ.8 0.776 15.879 0.000 PMQ.9 0.810 16.961 0.000 Meaning (CR = 0.718; AVE = 0.635; Cron-Bach = 0.714) PMQ.10 0.793 17.482 0.000 PMQ.11 0.816 17.403 0.000 PMQ.12 0.781 15.794 0.000 Accomplishment (CR = 0.714; AVE = 0.636; Cron-Bach = 0.714) PMQ.13 0.811 19.382 0.000 PMQ.14 0.776 17.927 0.000 PMQ.15 0.806 19.349 0.000 IWB (CR = 0.896; AVE = 0.534; Cron-Bach = 0.890) Item.1 0.728 18.065 0.000 Item.2 0.807 22.766 0.000 Item.3 0.710 15.869 0.000 Item.4 0.665 12.973 0.000 Item.5 0.728 16.657 0.000 Item.6 0.824 21.870 0.000 Item.7 0.601 11.301 0.000 Item.8 0.747 17.125 0.000 Item.9 0.741 20.358 0.000 Job Satisfaction (CR = 0.898; AVE = 0.542; Cron-Bach = 0.894) Item.1 0.801 21.098 0.000 Item.2 0.767 20.496 0.000 Item.3 0.680 14.333 0.000 Item.4 0.810 21.895 0.000 Item.5 0.771 20.564 0.000 Item.6 0.657 13.693 0.000 Item.7 0.684 16.325 0.000 Item.8 0.727 17.596 0.000 Item.9 0.714 15.453 0.000 Note. CR = composite reliability; AVE = average variance extracted Discriminant validity was evaluated according to method of Fornell and Larcker (1981a)[ 55 ]. According to the criteria defined by Fornell and Larcker (1981b)[ 56 ], discriminant validity is established when the AVE square surpasses than correlation values between constructs. In this study, the AVE indeed surpassed the correlations (see Table 3 ), indicating that all the measurement constructs are suitable for analysis in the structural model. Table 3 Discriminant Validity Variables 1 2 3 4 5 6 7 1.Positive Emotion 0.792 2.Engagement 0.631 0.799 3.Relationship 0.639 0.589 0.793 4.Meaning 0.588 0.605 0.612 0.797 5.Accomplishments 0.657 0.647 0.622 0.620 0.798 6.IWB 0.739 0.732 0.715 0.720 0.747 0.731 7.Job Satisfaction 0.650 0.659 0.714 0.644 0.662 0.712 0.736 Before testing the structural model, it was essential to examine potential multicollinearity among the endogenous variables by assessing Variance Inflation Factor (VIF) values. However, all VIF values remained generally below the commonly accepted threshold of 3, which is considered conservative [ 60 ]. Consequently, based on these findings, we conclude that the items integrated into the model did not exhibit problematic levels of collinearity, ensuring the robustness of the model for further structural analysis. After that Bootstrapping through Smart PLS 4.0.9.6 was utilized to attain statistical results, validating our research assumptions through the analysis of the partial least structure model, as outlined by Ringle et al. (2015) [ 61 ]. The predictive capability of the structural model is delineated in Fig. 2 . Notably, the overall model exhibits a substantial 76.7% influence on the IWB (R 2 = 0.767). While the model exhibits a substantial 83.5% influence on job satisfaction (R 2 = 0.835). These findings underscore the model's validity, providing valuable insights for encouraging the PERMA wellbeing and IWB in physical education teachers’ job satisfaction, as emphasized by Hair Jr et al. (2018) [ 62 ]. Direct Effect Table 4 displayed the direct path analysis, specifically examining the influence of positive emotion, engagement, relationship, meaning, accomplishment, and IWB on job satisfaction. The results, as detailed in Table 4 , indicate that positive emotion exhibits a positive direct influence on job satisfaction (β = 0.128, p < 0.010). Conversely, engagement also demonstrates a positive influence on job satisfaction (β = 0.168, p < 0.001). Similarly, relationships also demonstrate a positive influence on job satisfaction (β = 0.077, p < 0.050). Likewise, meaning proves a positive influence on job satisfaction (β = 0.161, p < 0.001). Also, accomplishment demonstrates a positive influence on job satisfaction (β = 0.136, p < 0.001). In the same way IWB also demonstrates a positive influence on job satisfaction (β = 0.382, p < 0.001). Consequently, hypotheses H1, H2, H3, H4, H5, & H6 are substantiated. Overall, it can be inferred that physical education teachers, having positive emotion, engagement, relationships, meaning, accomplishment, and IWB, exhibit more job satisfaction. However, the IWB and engagement are the strongest significant predictors of job satisfaction. Table 4 Direct Effect of PERMA and Innovative work behvaior on Job Satisfaction Hypothesis Causal Path Β-coefficient T-Value P-Value Supported H1 Positive Emotion → Job Satisfaction 0.128 2.280 0.001 Accepted H2 Engagement → Job Satisfaction 0.168 4.171 0.000 Accepted H3 Relationship → Job Satisfaction 0.077 2.029 0.042 Accepted H4 Meaning → Job Satisfaction 0.161 4.498 0.000 Accepted H5 Accomplishment → Job Satisfaction 0.136 3.615 0.000 Accepted H6 IWB → Job Satisfaction 0.382 5.723 0.000 Accepted Indirect Effect After investigating the direct effects of positive emotion, engagement, relationship, meaning, accomplishment, and IWB on job satisfaction, it was explored whether the IWB serves as a mediator in the connection between predictors (including positive emotion, engagement, relationship, meaning, accomplishment) and job satisfaction. Following the methodology of previous studies [ 62 ], the data is presented in Table 5 . The mediating role of the IWB between positive emotion and job satisfaction is statistically significant (H7: β = 0.083, p = 0.000), which shows that IWB is a significant partial mediator between positive emotion and job satisfaction. In the same way, the IWB mediates engagement and job satisfaction (H8: β = 0.083, p = 0.000). This signifies partial mediation, where the IWB complements the association between engagement and job satisfaction. While the IWB mediates relationship and job satisfaction (H9: β = 0.069, p = 0.000). Given the significant relationship between relationship and job satisfaction, the IWB plays a partial mediating role. Whereas the IWB mediates between meaning and job satisfaction (H9: β = 0.082, p = 0.000). Given the significant relationship between meaning and job satisfaction, the IWB plays a partial mediating role. In the same way, the IWB also mediates between accomplishment and job satisfaction (H9: β = 0.083, p = 0.000). Overall, IWB plays a partial mediation in relationships of positive emotion, engagement, meaning, relationship, and accomplishment with job satisfaction. Table 5 Indirect of PERMA through IWB for job satisfaction Hypothesis Causal Path Β-coefficient T-Value P-Value Confidence Interval Supported CI-LL CI-UL H7 PE →IWB→ JS 0.083 3.514 0.000 0.043 0.134 Accepted H8 E →IWB→ JS 0.083 3.418 0.001 0.043 0.134 Accepted H9 R →IWB→ JS 0.069 3.418 0.000 0.034 0.113 Accepted H10 M →IWB→ JS 0.082 3.749 0.000 0.044 0.130 Accepted H11 A →IWB→ JS 0.083 3.678 0.000 0.043 0.133 Accepted Note. PE = Positive Emotion; E = Engagement; R = Relationship; M = Meaning; A = Accomplishment 5.0. Discussion An important aspect of a teacher’s sense of job satisfaction is positive emotions because they help instill a sense of contentment and resilience. Based on Seligman’s PERMA model, positive emotions are a bedrock of well-being that allow people to respond to difficulties and enjoy work. This is consistent with past studies of teachers scoring higher on measures of satisfaction as a result of being more enthusiastic and able to relate to students and colleagues and so nurture a supportive and rewarding workplace. Job satisfaction is a strong predictor of the amount of engagement – defined as work characterized by deep involvement and enthusiasm. The theory of Self Determination theory [ 63 ] suggests that engagement is fostered by intrinsic motivation, which is fueled by autonomy, competence and relatedness, resulting in higher performance and satisfaction. The results of the current study are consistent with the proposition of flow theory, which points out, those engaged in such tasks to the degree of flow are said to experience high levels of job satisfaction and well-being. Basically, previous research confirms that if a teacher feels engaged, he or she will feel more accomplished and be more valued, which only increases the likelihood he or she will stay in his or her profession. The results of the current study are in line with the proposition of social capital theory, which indicates that social connections across work play a major role in determining job satisfaction [ 64 ]. Knowledge sharing, collaborative problem solving, and emotional support all help to create a satisfying work environment, and positive relationships make all of it possible. The results of the current study are in line with the prior research [ 65 ] consistently points to teachers who have strong relationships with colleagues and students as those who are more likely to enjoy their jobs, and that belonging and respect with colleagues and students leads to job satisfaction. The results of the study indicate that the meaning in work appears to be significant determinant of job satisfaction among physical education teachers in China and are consistent with the Seligman’s PERMA model which highlights that the engagement and resulting sense of purpose and fulfillment that meaningful work brings is an important part of it. Moreover, the result is consistent with the goal–setting theory confirms that having clearly defined and relevant goals enables individuals to do better. Prior studies reveal that teachers who perceive their roles as impactful on students' lives and society derive greater satisfaction, as this meaning aligns with their personal values and professional aspirations. The sense of accomplishment enhances job satisfaction by reinforcing competence and achievement. Seligman’s framework underscores accomplishment as a vital element of well-being, while goal-setting theory suggests that setting and achieving goals leads to intrinsic rewards [ 66 ]. Empirical evidence supports the idea that teachers who regularly meet their objectives and witness the positive impact of their efforts on students' growth feel more satisfied with their jobs. Innovative work behavior is strongly linked to job satisfaction, as it allows teachers to creatively address challenges and improve their teaching practices. The results of the study emphasize the motivational power of setting innovative, challenging goals that promote creative problem-solving and enhance satisfaction. Prior research corroborates that teachers engaging in innovative behaviors experience increased job satisfaction, as they feel empowered and impactful in their roles. The results of the current study indicate that positive emotions enhance an individual’s capacity for creativity and adaptability, which are central to IWB [ 67 ], which indicate that PERMA model underscores positive emotions as a foundation for well-being, which drives proactive behaviors like innovation. The results of the study are consistent with the self-determination theory, which highlights that intrinsic motivation, fueled by positive effect, supports engagement in novel and meaningful tasks. Results of the current study are in line with the findings of prior studies [ 68 ][ 69 ] which confirm that teachers with high levels of positive emotions are more likely to engage in innovative practices, which in turn boost their job satisfaction through improved teaching outcomes and a sense of accomplishment. However, as per previous studies, teachers who see the roles that they play in the lives of students and society as significant are more likely to be satisfied with their roles, because meaning in their work satisfies their personal and professional values. Reinforcing competence and achievement is what enhances job satisfaction by a sense of accomplishment. The accomplishment exists as a central point in Seligman's framework and goal setting theory advises you to set goals as they facilitate intrinsic rewards. It has been shown empirically that teachers who execute regularly feel pleased at their jobs when they witness the results of their efforts positively affecting students’ growth. Job satisfaction is very strongly linked to innovative work behavior because it gives teachers opportunities to creatively cope with challenges and consequently improve their teaching practice. Setting innovative, challenging goals that encourage creative problem solving and promote satisfaction is the focus of Goal Setting and Flow Theory. They confirm that teachers who do innovative things feel satisfied with their work, because they feel empowered and impactful. Different states of mind produce different mental states and these states of mind further cause differences in people’s configuration of environments (McFee, 2018). As a foundational pillar of well-being, positive emotions (as defined by Seligman’s PERMA model) fuels proactive behaviours (i.e. innovation). Thus, the connection between positive effects and engagement in novel and meaningful tasks also extends to Self-Determination Theory's [ 70 ] assertion that intrinsic motivation engendered by positive effect is likely to support engagement with such tasks. Previous studies find that teachers with high levels of positive emotions are more likely to use innovative practices that, in turn, facilitate his or her job satisfaction through greater teaching outcomes and feelings of accomplishment. The result of the study reveals that teachers are inspired to go beyond routine tasks in finding meaning of work. As well as the above Seligman’s model emphasizes that meaning, therefore it’s an important element to well-being and it’s a motivation for individuals to make a bigger impact within their work. Another perspective again comes from Goal Setting theory (Locke & Latham, 2002) that meaningful goals enable you to put in extra effort and creativity. Teachers that do feel purpose either in their role, or in some other way, will be more likely to innovate in their teaching methods, which in turn will improve the outcomes for their students as well as their own personal satisfaction. Studies substantiate that greater levels of innovation are achieved on jobs that we find meaningful, which should lead to a greater sense of job satisfaction. The encouragement teachers receive from a sense of accomplishment motivates teachers to pursue new and better ways. Based upon Seligman’s framework, the accomplishment is linked to advancement of enhanced well-being and motivation, whereas the Goal-Setting theory center on the happiness resulting from the goal attainment. So generally, teachers are more likely to adopt innovative solutions to improve their practices if they have the habit of regularly achieving their objectives. And the empirical research shows that this cycle of achievement and innovation makes those who are part of this process more job satisfied, as the respect of other people in this cycle confirms their efforts, their profession. 6.0. Conclusion The objective of this research was to explore the role of well-being dimensional SIGNIFICANCE— Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) to improve job satisfaction by gauging influence of innovative work behaviour (IWB) as a mediator. The findings were based on Structural equation methodology Partial Least squares (SEM PLS) and indicated that each of the well-being dimensions positively and significantly affect job satisfaction and positively, directly and indirectly through the IWB. According to Seligman’s PERMA model, positive emotion proved to affect teachers’ inclination toward innovative behaviors, that increased job satisfaction, as well. A second critical dimension of engagement resulted, and findings supported Flow Theory, which holds that deep immersion in tasks leads to creativity and fulfilment. Across workforce relationships, individuals found that the sticks of positive interrelations between people leverage and cultivate knowledge sharing as well as collaborative problem solving, which in turn drives innovation. That fits with Social Capital Theory, which explains how social networks support individual and collective goals. Similarly, the work meaning sense strongly related to innovation and satisfaction, as in Goal-Setting Theory, motivational power of purposeful and challenging purposes. This dynamic was also reinforced by accomplishment, with teachers who were professionally accomplished less likely to practise innovation and less confident. These have crucial implications for the nature of the cyclical relationship between accomplishment, innovation and satisfaction — and the need for a supportive work environment. The mediating role specifically of IWB in these relationships emphasized the fact that innovation serves as the bridge between the professional satisfaction and personal well-being. The uses of IWB make teachers more involved and contribute to enhanced educational outcomes; also teachers become happier and grow more professionally. The dual effect of well-being and innovation in the improvement of teacher satisfaction raises the importance of the institutions’ policies regarding both well-being and innovation. Through its use of SEM-PLS, this study provides an in-depth analysis of these complex relations, which illuminate how job satisfaction is both directly and indirectly influenced by the well-being dimensions. The findings are consistent with previous research and theory and thereby provide further validation and relevance. From a practical perspective, educational institutions need to build a more modern system, which fosters positive well-being on site, encourages innovation and which allows people to develop their careers. This would not only improve teacher satisfaction but to improve students and institutional performance. 7.0. Implications Theoretical implications of these findings arise from how well-being interacts with innovative work behavior (IWB) and job satisfaction on a broader spectrum, especially in educational activities. Research using Seligman’s PERMA model combined with the theories of self-determination theory, flow theory, social capital theory and goal setting theory demonstrates the importance of well-being dimensions in encouraging job satisfaction. Whereas one view of IWB emphasizes the mediating role of IWB as a reflection, IWB is a more nuanced 'global reflector' perceiving innovation as a dynamic conduct, linking individual well-being and professional fulfilment. This shows a circle of positive emotions, engagement and accomplishment are what make our satisfaction better and inspire innovation, and ultimately better well-being. In addition, the article contributes to the literature by linking these innovative practices with the larger long-term aspirations of teacher well-being and job satisfaction, demonstrating how constructions reinforce one another. In combination, the several theoretical viewpoints provide a whole viewpoint, a total framework for subsequent analysis on well-being and innovation in professional surroundings. Practically , the research underscores the importance of institutional policies that promote teacher well-being and innovation as a dual strategy to enhance job satisfaction and performance. Schools and educational institutions should prioritize the creation of supportive work environments that nurture positive emotions, meaningful engagement, and a sense of accomplishment. For example, fostering a culture of recognition and celebration of achievements can reinforce accomplishment and intrinsic motivation. Additionally, facilitating professional relationships through team-building activities and collaborative platforms can leverage the benefits of social capital, enabling knowledge sharing and problem-solving. Institutions should also support innovative behaviors by providing resources and opportunities for teachers to explore creative solutions and adapt teaching practices. Policies that align work goals with personal and professional values can help teachers find deeper meaning in their roles, further boosting their satisfaction and commitment. By fostering environments that integrate well-being and innovation, educational organizations can achieve not only enhanced teacher satisfaction but also improved student outcomes and institutional performance. The study highlights the need for targeted interventions that recognize the interconnected nature of these constructs, ultimately advocating for a more nurturing and innovative educational landscape. Abbreviations PERMA Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment IWB Innovative Work Behavior Smart-PLS Smart Partial Least Square CR Composite Reliability AVE Average Variance Extracted VIF Variance Inflation Factor Declarations Clinical trial number Not applicable. Consent for publication Not applicable. Availability of data and materials The data will be available from the corresponding author upon reasonable request. Competing interests The authors declare no competing interests Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Authors' contributions J.L: methodology, investigation, formal analysis. X.Z: writing – original draft, editing, proof reading, and project administration. All authors contributed to the article and approved the submitted version. Acknowledgements We extend our profound appreciation to all participants who contributed to our study. References Ortan, F., Simut, C. & Simut, R. Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. Int. J. Environ. Res. Public Health . 18 (23), 12763 (2021). McInerney, D. M., Korpershoek, H., Wang, H. & Morin, A. J. Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teach. Teacher Educ. 71 , 145–158 (2018). 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Creativity Change . 13 (4), 989–1003 (2020). Hair, J. F., Sarstedt, M. & Ringle, C. M. Rethinking some of the rethinking of partial least squares. Eur. J. Mark. 53 (4), 566–584 (2019). Purwanto, A. & Sudargini, Y. Partial least squares structural squation modeling (PLS-SEM) analysis for social and management research: a literature review. J. Industrial Eng. Manage. Res. 2 (4), 114–123 (2021). Becker, J. M., Ringle, C. M., Sarstedt, M. & Völckner, F. How collinearity affects mixture regression results. Mark. Lett. 26 , 643–659 (2015). Ringle, C. et al. Structural equation modeling with the SmartPLS., (2014). Structural Equation Modeling with the Smartpls. Brazilian Journal of Marketing, 13(2), 56–73. (2015). Hair, J. F., Sarstedt, M., Ringle, C. M. & Gudergan, S. P. Advanced issues in partial least squares structural equation modeling (PLS-SEM) (Sage, 2018). Ryan, R. M. & Deci, E. L. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61 , 101860 (2020). Martínez-del-Río, J., Perez-Luño, A. & Bojica, A. M. In prosperity and adversity? The value of high-performance work practices for SMEs under conditions of environmental hostility and social embeddedness. Int. J. Manpow. 44 (4), 618–634 (2023). Pang, H., Wang, J. & Hu, X. Understanding the potential influence of WeChat engagement on bonding capital, bridging capital, and electronic word-of-mouth intention. Sustainability 13 (15), 8489 (2021). Grammer, H. F. & Bernhardt, A. Positive Performance Reviews Using Strengths-Based Goal Setting. Posit. Organizational Psychol. Interventions: Des. Evaluation , 65–105. (2021). Caniëls, M. C., Hatak, I., Kuijpers, K. J. & de Weerd-Nederhof, P. C. Trait resilience instigates innovative behaviour at work? A cross‐lagged study. Creativity Innov. Manage. 31 (2), 274–293 (2022). Akram, T., Lei, S., Haider, M. J. & Hussain, S. T. The impact of organizational justice on employee innovative work behavior: Mediating role of knowledge sharing. J. Innov. Knowl. 5 (2), 117–129 (2020). Sudibjo, N. & Prameswari, R. K. The effects of knowledge sharing and person–organization fit on the relationship between transformational leadership on innovative work behavior. Heliyon , 7 (6). (2021). Deci, E. L. & Ryan, R. M. The general causality orientations scale: Self-determination in personality. J. Res. Pers. 19 (2), 109–134 (1985). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7125889","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":496187029,"identity":"c147cb05-ce54-4df5-b83b-4b591ef58c30","order_by":0,"name":"Junliang Li","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA70lEQVRIiWNgGAWjYBACPmaGBAaGAgkgk/kATNAArxY2sBYDkBY2ICOBGC0INTwGRGphZ3gmXWBgIW/Ov+bzZ94fdvIM7M3bJBhq7uBzWJr0DAMJw50z3m6T5klINmzgOVYmwXDsGX4tPAYSjBtunN3GOCPhQAKDRI6ZBGPDYYJa7DfcOPP4I1iL/BvitCRuON/DIPEBbAsPQS3J1kAtyRtusJlJfEhLNmzjSSu2SDiGWws//5nE2zwVdbYbzh9+/CHBxk6en/3wxhsfanBrAUZHAoSWgNLgmErAo4GBgf0A1L4DeJWNglEwCkbBCAYA7uNI6s2Qyg8AAAAASUVORK5CYII=","orcid":"","institution":"Sichuan Vocational and Technical College of Communications","correspondingAuthor":true,"prefix":"","firstName":"Junliang","middleName":"","lastName":"Li","suffix":""},{"id":496187030,"identity":"c3b46ec6-3d15-480d-9bd6-e5c1f722f0f3","order_by":1,"name":"Xupeng Zhang","email":"","orcid":"","institution":"Sichuan Vocational and Technical College of Communications","correspondingAuthor":false,"prefix":"","firstName":"Xupeng","middleName":"","lastName":"Zhang","suffix":""}],"badges":[],"createdAt":"2025-07-15 03:53:07","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7125889/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7125889/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88524546,"identity":"3039b51a-e605-454e-9919-a0159bb85812","added_by":"auto","created_at":"2025-08-07 10:14:50","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":80125,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend.\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7125889/v1/2f27beaa992ff90efaa30d7e.jpg"},{"id":88526056,"identity":"ce5ea234-8eb8-45c8-b9dd-7489a99c18c1","added_by":"auto","created_at":"2025-08-07 10:30:50","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":145545,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend.\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7125889/v1/52ab1723347ccb72d6a9c1f2.jpg"},{"id":91814522,"identity":"1194f63f-f4d5-48a2-bd8c-0d52bbdfab6f","added_by":"auto","created_at":"2025-09-22 06:09:52","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1869434,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7125889/v1/b963efb5-e708-41e6-aada-2340407fcca6.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Promoting Teacher Well-Being: The Influence of the PERMA Model and Innovative Work Behavior on Job Satisfaction in Physical Education","fulltext":[{"header":"1.0. Background","content":"\u003cp\u003eIn any profession, the satisfaction of a job is a very crucial determinant of the professional well-being, performance and retention, but is more critical in teaching [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Teachers have a very influential role in our future generation and hence its important that teachers are being happy at their work. Similar to that mentioned above, we can say that job satisfaction in teaching is the extent to which teachers feel satisfied, valuable, and motivated in his professional role [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. With a satisfied teacher there is more likelihood of a committed, resilient and effective teacher, who in turn creates a positive learning environment, resulting in student success. Conversely, low job satisfaction leads to burnout, absenteeism, and attrition from educational systems, disrupting learning process, and making educational systems heavy to maintain [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe work in the teaching profession is grueling work, an inherently difficult calling, one needing mountains of emotional intelligence, patience, and adaptability [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Teachers are not just teachers who impart knowledge to the students but also role models, caregivers, and mentors. The role their work environment plays in job satisfaction is its culture, leadership support, student behavior and administrative workload [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Their overall contentment is influenced by external factors such as salary, job security. While intrinsic factors, likes sense of purpose, achievement and how you are dealt with by students and colleagues, are more often the forces responsible for sustaining long term job satisfaction[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Teachers who are motivated with meaning and fulfilment of their work are more likely to stay motivated, stay involved in continuous professional development, and stay involved in their teaching practices.\u003c/p\u003e\u003cp\u003eIn recent times teacher satisfaction has been found to be important not only in terms of improving the well-being of the teachers, but it is also important for student outcomes [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Schools with greater levels of teacher job satisfaction are associated with lower turnover rates; higher level of student engagement; and a more positive school climate [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Compared to schools with high teacher dissatisfaction, schools having high absenteeism, turnover amongst teachers, and lower rates of performance amongst students. As a result, teacher job satisfaction is so important to understand what influences it and what can be provided to make the teacher\u0026rsquo;s job satisfaction better. In so doing, innovative work behavior (IWB) becomes one key factor that has emerged as a key influence over job satisfaction [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. IWB is the term given to what an individual does proactively to introduce new ideas process and or method against his work performance and help the organization\u0026rsquo;s goals. An IWB context in the teaching context is the introduction of creative teaching methods, using technology for learning, and continuous improvement of teaching methods for diverse student needs. In engaging in IWB, teachers are also doing their professional roles but also trying to make the educational experience better for themselves and their students. There are many ways in which work can be innovative in teaching: use of new technologies and teaching tools, redesign of curriculum materials, introduction of new assessment techniques.\u003c/p\u003e\u003cp\u003eThere is a significant relationship between IWB and job satisfaction because teachers who engage in innovative behaviors tend to be more personally and professionally satisfied [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. The idea that teaching remains unfulfilling because it is simply a job that has not yet been made appealing through new approaches, requires solving classroom challenges creatively, will lead to a feeling of lack of achievement and produce a feeling of job dissatisfaction [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e][\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Additionally, their peers, students, and school leaders\u0026rsquo; recognition and positive feedback support the motivation to continue to innovate and create, and it becomes a positive cycle of satisfaction and creativity. Yet for IWB to succeed, the teachers need a supportive and facilitative environment suited to innovation. All that access to professional development, a culture of collaboration, and leadership that's all about experimentation and risk takes. Besides innovation there are some psychological and emotional factors which influence overall job satisfaction of teachers. The work of a teacher is perceived by the teacher in terms of positive emotions. Teachers who felt happy, proud or excited at work are more likely engaged in creative behaviours, such as IWB. Teachers with a lot of positive emotions in their lives feel more energized which in turn allows them do their job better and embrace new challenges. Teachers who are happy with their job tend to do more, particularly with additional work, like trying new ways of teaching. With this, we can see that it is crucial for an IWB environment; positive emotions are needed to instill a mindset which is both geared for creativity and problem solving.\u003c/p\u003e\u003cp\u003eAnother important determinant affecting IWB and job satisfaction are engagement. Teachers are more likely to feel connected to their students, be motivated to do their work [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e][\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], and committed to improving their teaching practice when they are engaged in their work. Teacher engagement is a deep psychological commitment towards the teaching profession and are energy, enthusiasm and effort put in by the teacher towards his role. Engaged teachers are treated more favorably with their jobs at the same time as they [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] are likely to demonstrate innovative behaviors as a result of engagement which facilitates a feeling of ownership and responsibility for one\u0026rsquo;s work. In fresh situations, teachers who are so engaged with their profession, the students, and professional development, are more likely to seek out and experiment with all new types of learning to make a huge effect in their students\u0026rsquo; lives.\u003c/p\u003e\u003cp\u003eIWB strongly affects the perception of meaningfulness involved in work and involves job satisfaction [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Teachers who perceive their work as meaningful are more likely to exhibit creative teaching behaviours, and experience greater job satisfaction [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e][\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. The significance of teaching is found in the expression to themselves that what they\u0026rsquo;re doing has great meaning in their students\u0026rsquo; lives and prospects. Teachers that believe their effort is helping to create a larger purpose, such as raising the next generation, will be more disposed to remain motivated and looking forward to going to work. Teachers find this sense of meaning a powerful driver of IWB, as we try to improve our teaching in ways that are meaningful to us in terms of commitment to our personal and professional values. Even in the workplace, relationships are important to the way job satisfaction and IWB are shaped. Teachers with solid, approving relationships at school, with students, and with school leaders are more likely to be happy in their jobs. When teachers are working in a positive and supportive environment, they likely will share ideas, collaborate on a new project and support each other when trying to improve teaching. These relationships, apart from being supported for one's emotions, also create a venue for exchanging ideas that add to one's job satisfaction and lead to better implementation of IWB. Another important factor to achievement so is IWB and job satisfaction. Teachers who feel more satisfied with their work are more likely to feel that sense of achievement when good things happen in their work\u0026mdash;such as improved student outcomes, successful projects or professional recognition. Achievement is both a motivator and a reward, and acts as a motivator to engage in innovative behaviours. Teachers are more likely to feel pride and fulfillment in their work when they see the tangible results of their innovative efforts, such as increased student engagement or academic performance. It gives them a sense of achievement, which spawns a cycle event their continued participation in the idea of innovation and job satisfaction in the long term.\u003c/p\u003e\u003cp\u003eThis study contributes to the understanding of how various factors such as positive emotions, engagement, meaning, relationships, and achievement interact with IWB to enhance job satisfaction among teachers. By examining these interconnected factors, this research aims to provide valuable insights into how schools can create environments that foster innovation and satisfaction among teachers. Understanding these dynamics can help educational institutions develop strategies to improve teacher retention, performance, and overall well-being, ultimately leading to better educational outcomes for students.\u003c/p\u003e"},{"header":"2.0. Theoretical Framework","content":"\u003cp\u003eTo explore how well-being aspects are related to teacher job satisfaction we draw from a number of key psychological and organizational theories about IWB. At the center of this framework is Seligman\u0026rsquo;s PERMA model, that is the Positive Emotions, Engagement, Relationships, Meaning, and Achievement which are significant in their entirety for a person\u0026rsquo;s well-being [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e][\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e][\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Complementary theories, such as Self Determination Theory [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] who argue that intrinsic motivation drives individual engagement and performance and Social Capital theory [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e][\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] that claim that positive social relationships facilitate knowledge exchange and collective problem solving are used on these accounts. Similarly, theories such as Flow Theory [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e][\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]and Goal-Setting Theory [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e][\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] to address the significance of deep involvement with tasks and setting problem solving goals respectively as motivators for creativity and job satisfaction. Together, these frameworks provide a comprehensive view of the role that teachers\u0026rsquo; personal well-being and social dynamics play in shaping teachers\u0026rsquo; professional behavior and satisfaction. This approach relates these theories with IWB and Job Satisfaction to posit that Emotionally and psychologically the state of teachers is significantly linked to their ability to innovate in class. High levels of IWB are more present among teachers who experience positive emotions as a result of meaningful relationships, sense of achievement and their deep engagement in their work, assuming the previous mentioned teachers feel intrinsically motivated to improve their teaching methods and to come up with creative ways of solving problems. Consequently, these behaviors further endow the teachers with job satisfaction related to professional goals but also with autonomy and mastery that are fundamental of innovation. The implication is that these well-being dimensions need to be nurtured, for both better innovation and satisfaction in teaching, thus implying that effort to foster teachers\u0026rsquo; emotional and psychological needs should be retained and could improve their professional outcomes.\u003c/p\u003e\u003cp\u003eDespite difficult conditions, the teaching as a profession is seen as providing the teacher a wide array of positive emotional rewards of, for example, satisfaction, enjoyment or pride[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e][\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e][\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Hargreaves (2021\u003csup\u003e)\u003c/sup\u003e [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] in his seminal work found that positive emotions in the workplace are important for work outcomes at both the individual and organizational levels. Using psychological theory \u003csup\u003e[8]\u003c/sup\u003e researchers have argued for the role of positive emotions in cognitive processing styles and work-related behaviour\u003csup\u003e[33]\u003c/sup\u003e. Teachers who have had more positive experiences are more open to using uncommonly clever approaches, more malleable with ad hoc solutions (a significant pressure), and generally more powerful building up positive connections with students, and more content with their work. Frenzel et al. (2020, 2021) [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e][\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] and Burić and Frenzel (2023)[\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] have already demonstrated that positive emotions are positively related to teachers\u0026rsquo; use of effective teaching strategies, effective teaching behavior, instructional effectiveness, and teachers\u0026rsquo; job satisfaction. Indeed, results have shown that positive emotions relate to teachers\u0026lsquo; use of effective teaching strategies, effective teaching behaviour, instructional effectiveness and teachers\u0026rsquo; job satisfaction[\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e][\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. If teachers\u0026rsquo; classroom behaviour is likely to be affected by positive emotions, as they are observed by students then a process of emotional contagion \u003csup\u003e[31][4]\u003c/sup\u003e can create a lot of positive experiences for everyone involved, and subsequently lots of emotional rewards to teachers and their job satisfaction. Furthermore, perceived stress is considered an important counterpart to positive emotions, generally defined as the amount and type of negative emotions, which is negatively related to job satisfaction [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Based on the discussion, the current study broached the following hypothesis:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e1\u003c/b\u003e\u003c/sub\u003e \u003cb\u003ePositive emotion would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSocial engagement is one of the hallmarks of success and progress in teaching profession [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This means that if teachers can meet this need, they are more likely to perceive job-related success as well as satisfaction. Furthermore, prior studies argued that [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e][\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e], engaged teachers who set out to instill favorable circumstances for pupil learning are able to enhance pupil engagement, hence getting rewarding feedback. Engaged teachers transfer their positive attitudes and motivation to their students and show higher rates of enjoyment and student success [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e] as well as have increased reports of job success and satisfaction. This spells higher rates of low student achievement when teacher engagement is low, and teacher emotional exhaustion is high [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e][\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Based on the discussion, the current study broached the following hypothesis:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH2 Engagement would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTo facilitate occupational success, functional professional relationships are necessary to teach too. Supportive teacher\u0026ndash;student relationships have been noted to be a means with which to prevent teacher burnout and supportive things for teacher engagement [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e][\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e][\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Whereas good student outcomes and functional relationships within the working context are largely responsible for teachers' job satisfaction, say the satisfied veteran teachers [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Teacher\u0026ndash;student relationships have been consistently mentioned as a key source of job satisfaction for teachers, throughout their professional career [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In fact, it has been found that teacher\u0026ndash;student relationships have a significant impact on teacher emotional experience than other relationships with colleagues \u003csup\u003e[8]\u003c/sup\u003e. In addition, teachers who are in good relationships with their students tend to stay motivated with their work [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Research also confirms that teachers who take care with good relationships with students report greater well-being and lower levels of emotional stress. Therefore, it has been shown that poor functioning teacher relationships with students [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] contributes to great likelihood of job dissatisfaction. Good teacher\u0026ndash;student relationships as well as good relations with coworkers contribute to stress reduction and the teachers\u0026rsquo; satisfaction has been shown to directly be predicted by both super visors and co-workers\u0026rsquo; social support. Based on the discussion, the current study broached the following hypothesis:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH3 Relationship would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe literature reveals that these factors are highly interrelated in a way that other perception of work, such as considering work as meaningful can become an important driver of work satisfaction perceived as work environment [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e][\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Based on most of the teachers seem to have derived occupational meaning from intrinsic pedagogical motives, for example, making students flourish [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Furthermore, the created and shared subject related content knowledge experience also results in learning meaning (developed and shared) when the topics created are ones that they can relate to in their classroom [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Higher job satisfaction is also reported by teachers who perceive that their work is meaningful [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e], and there is evidence they are more engaged and resilient [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Yet, a negative prediction of perceived meaning immediately predicts the teacher\u0026rsquo;s intention to leave the profession. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e4\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eMeaning would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTeaching professionals seem to require setting and achieving individual occupation related goals. Empirical evidence through decades has indicated that teachers\u0026rsquo; achievement sense and achievement sense behaviour are similarly tied to achievement in academic work of the students under them [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e][\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Teachers\u0026rsquo; instructional behaviour, interest in teaching, and well-being, had been reported to be connected to teachers\u0026rsquo; achievement goals, such as developing close relationships with students [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e], meaning that teachers who have achieved close relationships with students also tend to have a goal of achieving close relationships with students [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e][\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e][\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. For the achievement aspect, teachers appear to enjoy strongly positive effects of value consonance together with the high quality (i.e., mastery) goals shared with their students and shared within their school (between teachers) in general [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Based on the discussion the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e5\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eAccomplishment would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIWB refers to deliberate effort made by an individual to promote and implement new ideas, methods or processes that should lead to improvements in their working environment or organizational outcomes [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e][\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. This can happen in many ways in the teaching profession itself, for example in creative instructional strategies development, in technology integration into classroom activities or curriculum adaptation to accommodate a variety of student needs [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e][\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Collaborative innovation\u0026mdash;when teachers collaborate with colleagues to develop and launch programs or activities designed to improve educational quality\u0026mdash;is also part of it [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. The creativity of teaching methods that IWB offers is not confined to creativity but problem solving, resourcefulness and the ability to try and learn lessons both from successes and failures[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e][\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e][\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] rather, the introduction of IWB is often undertaken by teachers because of their intrinsic motivations: the desire to improve student outcomes, aspirations in professional growth, and desire for meaningful engagement within their roles. Finally, other factors, such as having good leadership that is supportive, access to professional development and professional development, and a school culture which is encouraging experimentation, also creates a \u0026lsquo;push\u0026rsquo; to IWB. Active innovative practices of teachers create a feeling of empowerment and value in them as professional [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Teachers receive pride for their ability to navigate challenges with creative solutions and it is the elevation of such ability that amps up teachers\u0026rsquo; sense of competence and efficacy. The relationship between IWB and teacher job satisfaction has been established as follows; teachers naturally engage in innovative behaviors that often lead to fulfillment and motivation. Teachers feel a sense of achievement when implementing innovation. The overall job satisfaction of these people also gets a good part from the sense of accomplishment, so for example a teacher who creates a new project-based learning activity and sees better student engagement and performance would be likely feel rewarded and motivated to continue looking for interesting activities [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e][\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eAdditionally, schools that promote and reward IWB, prepare teachers to feel appreciated and supported and this will help to create a link between IWB and job satisfaction [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Positive feedback and positive reinforcement for innovative work will reinforce the intrinsic motivation of teachers and provide an encouragement to stay committed in performing creative practices. IWB also often involves interaction with colleagues, creating a sense of community and shared purpose [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. These positive social interactions further increase teachers\u0026rsquo; job satisfaction, because they satisfy teachers\u0026rsquo; needs of relatedness and belongingness. Nevertheless, IWB and job satisfaction are not a perfect fit. Innovation work can involve extra time and effort on the part of teachers and some teachers may grow stressed or frustrated if they don't feel supported and have resources to do the work [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Thus, while IWB offers the prospects of considerable satisfaction at work, it needs the support of a favourable organizational context, otherwise the positive rewards of innovation might be outweighed by demands to innovate. I end by saying that IWB and job satisfaction are strongly associated in the teaching profession. Teachers engaged in innovative pedagogical practice do more than improve their educational environments; they derive greater purpose, competence and recognition for their practice, which enhances job satisfaction. Active fostering of and support for IWB in schools can be the virtuous cycle where inventiveness can spur satisfaction, where satisfaction in turn makes stronger inventiveness, and stronger inventiveness will give better educational outcomes. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e6\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant predictor of job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003ePositive emotions matter greatly to shaping workplace outcomes by affecting employee cognitive and behavioral processes. According to Frenzel et al. (2021) [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] there are three teachers\u0026rsquo; emotions: positive emotions include joy, enthusiasm and optimism, which strengthens their creative involvement and choice with their work and the relationships with colleagues and students. According to the broaden-and-build theory [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] positive emotions, positive emotional states ought to broaden an individual\u0026rsquo;s thought action repertoire, and lead to more exploratory and creative behaviors [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e][\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e][\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. In educational theory, this means that when teachers have positive emotions, it translates into teachers having innovative degrees of behaviors in the form of developing new methods of teaching, integrating technology into lesson plan, and developing new solutions to classroom problems. Not only do these behaviors enrich the experience of teaching, but they add to a sense of satisfaction and competence that increases job satisfaction. IWB acts as an important tie between positive emotions and job satisfaction [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. If teachers often play with IWB looking for opportunities, generating ideas, implementing them, they are going to have an intrinsic reward: feel purpose and fulfilled. In addition, schools that recognize and support such behaviors work well for teachers as well since teachers feel they are valued and appreciated. Such a mediating role of IWB, however, is consistent with self-determination theory that holds that greater well-being and job satisfaction is fostered by the fulfillment of need for autonomy, competence, and relatedness [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Consequently, the proposed hypothesis is that the IWB carries out as a mediator between the positive emotions and satisfaction of job among teachers. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e7\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant mediator between positive emotion and job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eVigor, dedication and absorption at work is an indicator of employee engagement that has a strong relationship with workplace behaviours and outcomes [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. For teachers, engagement shows up as a hard interest in a teacher\u0026rsquo;s role, an important interest in student success, and a forward approach to resolving problems. The job demands-resources model posits innovative behaviour to be the outcome of engagement because engagement gives employees the energy and the motivation to do more than mere routine tasks [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e][\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Teachers who are highly engaged are more apt to try new teaching strategies, run with different technologies and change their curriculum to accommodate differences in student needs [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e][\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e][\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. However, these innovative efforts not only enrich professional experience but on offer a sense of accomplishment and raise the level of job satisfaction. Although engagement is correlated with job satisfaction, in IWB engagement translates into job satisfaction through an important mechanism [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Teaching is an engaging job, and much is invested into it \u0026mdash; be it educator\u0026rsquo;s energy or their dedication towards creating and implementing new ideas which can have positive effects like better teaching or praise from peers and administrators. In this manner, the engagement of users will align with IWB, generating a sense of purpose and competence, and important contributors to job satisfaction. In line with self-determination theory. Teachers\u0026rsquo; well-being and fulfilment are better when teachers engage in meaningful and innovative activities. The hypothesized model, therefore, posits that engagement at work behaviour be a mediator of the relationship between Engagement and job satisfaction amongst Teachers. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e8\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant mediator between engagement and job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThere are positive workplace relationships\u0026mdash;supportive interactions with colleagues, students, and administrators that support creating a collaborative and creative work environment [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e][\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Strong relationships are thus important to teachers and serve as emotional support, knowledge sharing facilitation and a sense of belonging, all of which support IWB [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. According to the social exchange theory, when teachers experience a \u0026lsquo;trust and mutual respect\u0026rsquo; in their professional relationship it is more likely that the teachers will reciprocate by engaging in action consistent with the organization\u0026rsquo;s interest, for example, coming up with new teaching methods or developing solutions to problems in creative ways [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. These innovative contributions make to their professional impact, as well as to bolster a feeling of job satisfaction. Positive relationships are found to yield positive job satisfaction through an IWB path. Teachers who have supportive relationships with fellow educators are more likely to have the power and desire to also take risks and suggest new ways of thinking [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Equally important, such relationships foster recognition and collaboration and thereby bias in creating a positive loop, where new ideas and the teachers behind them are celebrated and encouraged. The broaden and build theory relating positive social connections to broader capacity for creative thinking and problem solving which in turn results in job satisfaction; confirms the link between relationships, IWB and job satisfaction [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Accordingly, the hypothesis of the present study suggests that teachers' IWB mediates the relationship between the workplace relationships and teachers' job satisfaction. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e9\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant mediator between relationship and job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWork is perceived to be meaningful by teachers, which directly influences teachers\u0026rsquo; motivation and engagement, as they then deem their action worth investing in effort and creativity, this makes them to then work more and more. When teachers feel their work is purposeful: rather a shaping of students' future or contributing to society, they are more likely to act proactively and in a cutting-edge way towards their work [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. In the self-determination theory, meaningful work supports the fulfilment of intrinsic psychological needs that lead to more heightened motivation and creativity [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Teachers are more likely to use IWB (such as novel teaching strategies and creative technologies) if they view their work as meaningful because such usage enriches their work experience thus enhancing job satisfaction [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. IWB is perceived as a meaningful mechanism through which satisfaction with job is linked to. For instance, teachers on whom we have channelized our purpose of continuous innovation, can experience a sense of accomplishment and professional growth, which makes their daily job more satisfying [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e][\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. These behaviors usually get a stamp of approval from peers and school leaders and, although time consuming, are inherently fulfilling. The job crafting theory provides support to this by stating that for the job to be meaningful, the employees will tend to reverse engineering those roles, thus also gaining job satisfaction. The hypothesis thus predicts that IWB will mediate the link between teachers' perceptions of work as meaningful and subsequent job satisfaction. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e10\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant mediator between meaning and job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA strong sense of achievement from hitting targets or defeating challenges is a big motivator and driver of behaviour and performance in the workplace [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e][\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Creative and proactive behavior from teachers is inspired by feelings of accomplishment, creating more improved student outcomes or mastering complex teaching methodologies [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e][\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. The satisfaction from meeting meaningful goals, according to goal setting theory, inspires people to continue attempting to grow and innovate, says goal setting theory. Teachers with high levels of achievement are more likely to use IWB such as experimentation with new pedagogical approaches or developing inventive remedies to classroom issues [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e][\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e][\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. In addition to this, these advances in the profession not only improve their professional life but improve the quality of job satisfaction. IWB plays a channel through which the intrinsic rewards of accomplishment are magnified to mediate the relationship between achievement and job satisfaction [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e][\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e][\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Teachers that use their sense of achievement to practice innovative approaches gain in enhanced self-efficacy, recognition, as well as profession development, and in turn, boost their job satisfaction. This agrees with the self-determination theory which states that a fulfilment of competence in meaningful achievements leads to intrinsic motivation and subjective wellbeing. Hence it is proposed that achievement is mediated by IWB in relation to job satisfaction among teachers. Based on the discussion, the current study broached the following hypothesis:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e11\u003c/b\u003e\u003c/sub\u003e \u003cb\u003eIWB would be a significant mediator between accomplishment and job satisfaction among physical education teachers\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAll the hypotheses are stated in the research framework in Fig.\u0026nbsp;1.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"3.0. MATERIALS AND METHODS","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e3.1. \u003cb\u003eParticipant\u003c/b\u003es\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn the current research, the total 300 physical education teachers were collected using the non-probability convenient sampling technique from Xinjiang province of China The Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e represent the detail of respondents\u0026rsquo; demographic profile.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFrequency Distribution of Demographic Sheet (N\u0026thinsp;=\u0026thinsp;300)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eRespondent\u0026rsquo;s Characteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003ef (%)\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e148 (49.03)\u003c/p\u003e\u003cp\u003e152 (50.07)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e182 (60.07)\u003c/p\u003e\u003cp\u003e36 (12.00)\u003c/p\u003e\u003cp\u003e33 (11.00)\u003c/p\u003e\u003cp\u003e49 (16.30)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEducation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e158 (52.70)\u003c/p\u003e\u003cp\u003e104 (34.70)\u003c/p\u003e\u003cp\u003e11 (3.60)\u003c/p\u003e\u003cp\u003e9 (27.00)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eJob Experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e143 (47.70)\u003c/p\u003e\u003cp\u003e60 (20.00)\u003c/p\u003e\u003cp\u003e56 (18.70)\u003c/p\u003e\u003cp\u003e41 (13.70)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Use of Human Participants\u003c/h2\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThe researchers had obtained ethical approval from the Sichuan Vocational and Technical College of Communications ethical approval committee before collecting data from the target respondents (SVTCC-ERC-2025-071).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThe researchers confirmed that all experiments and study were performed in accordance with relevant guidelines and regulations. Informed consent was obtained from all participants and/or their legal guardians. Research involving human research participants has been performed in accordance with the Declaration of Helsinki.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e3.3. Measures\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eDemographic Sheet.\u003c/b\u003e Demographic information sheet was obtained from respondents that included gender [male and female], age, education, and job experience (in years). Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e represents demographic information profile.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003ePERMA Profile.\u003c/b\u003e Butler and Kern (2016) [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] developed the PERMA-Profiler to measure the Seligman\u0026rsquo;s (2011) five factors PERMA wellbeing model.[\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] A 15-items based measure with item rates on Likert type response starting from 0 to 10. The minimum score is 0 and maximum score is 150. The higher score indicates higher wellbeing of PERMA, and low score reports lower level of Wellbeing of PERMA. Each factor of PERMA measures through three items of PERMA-Profiler, such as for Positive emotion; items 1\u0026ndash;3, Engagement; items 4\u0026ndash;6, Relationships; items\u0026thinsp;=\u0026thinsp;7\u0026ndash;9, Meaning; items\u0026thinsp;=\u0026thinsp;10\u0026ndash;12, and Accomplishment; items 13\u0026ndash;15, and combined scores are averaged through the 3 items per factor. The reliability of this Profiler has acceptable; Positive Emotion (α\u0026thinsp;=\u0026thinsp;.82), Engagement (α\u0026thinsp;=\u0026thinsp;.80), Relationships (α\u0026thinsp;=\u0026thinsp;.82), Meaning (α\u0026thinsp;=\u0026thinsp;.92), and Accomplishment (α\u0026thinsp;=\u0026thinsp;.84) (Butler \u0026amp; Kern, 2016) [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cb\u003eWork Innovative Behavior Scale.\u003c/b\u003e The IWB Scale implemented in this study is developed by Janssen (2000) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e], consisting of 9 items, each of which followed by a 5-point responses scale ranging from 1 (Very strongly disagree) to 5 (Very strongly agree). The original reliability of this scale is measured with Cronbach\u0026rsquo;s alpha (α\u0026thinsp;=\u0026thinsp;.91).\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Teacher Job Satisfaction Scale.\u003c/b\u003e This scale development by Pepe (2011) [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e] is aimed to measure job satisfaction that has been specifically developed for use in educational contexts. The TJSS-9 is composed of 9 items. Items are rated on a 5-point scale (1\u0026thinsp;=\u0026thinsp;\u003cem\u003eI am highly dissatisfied with this aspect of the school\u003c/em\u003e, 5\u0026thinsp;=\u0026thinsp;\u003cem\u003eI am highly satisfied with this aspect of the school\u003c/em\u003e). Pepe et al. (2017) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] reported excellent internal consistency of this scale.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.4. Research Procedure\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBefore starting the data collection, respondents were assured that their data would be kept confidential, and that the information would be utilized just for research purposes. After getting formal approval, the scholar gave a detailed oral demonstration to cover the purpose of the research. The self-distributed questionnaires were given to the respondents in the sample by the researcher and collected back immediately. In compliance with ethics, informed consent was given to participants.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.5. Data Analysis\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe analysis was conducted in two stages through Smart-PLS 4.0.9.6. First, the measurement model was established to find the instrument's reliability and validity using confirmatory factor analysis (CFA). Then, the structural model was evaluated to test the research hypotheses. It uses a nonparametric tactic in assessing the psychometrics of the scales and the path coefficients. And it has a smaller number of restrictions on the linearity, normality, and sample size [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4.0. RESULTS","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe results were calculated by assessment of measurement and structural models through SmartPLS.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eMeasurement Model\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTo confirm the precision and accuracy of model, we employed the Partial Least Squares Structural Equation Modeling (PLS-SEM) using Smart PLS 4.0.9.6 software as outlined by Hair Jr et al. (2021) [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. The measurement model was involved in evaluating reliability and validity. Cronbach\u0026rsquo;s alpha values, ranging between 0.703 to 0.894 signify strong reliability for the model [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. To ensure convergent validity, several metrics are considered, including factor loadings, composite reliability (CR), and average variance extracted (AVE) [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. Convergent validity refers to the degree of a cluster of indicators converge to measure a construct [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. It is crucial that these measures equal or exceed 0.5. Additionally, confirming discriminant validity involved comparing the square root values of AVE within each construct against the correlation coefficients. This comparison, in accordance with Fornell and Larcker (1981a) [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], demonstrated that the square root values of AVE were higher than the correlation coefficients, confirming the achievement of discriminant validity.\u003c/p\u003e\u003cp\u003eThe reliability and validity of each variable (including predictors and outcome) are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. The cut-off point for factor loadings is of 0.4, every indicator value with the outer loading smaller than 0.4 must be removed from the measurement model [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. Factor loadings below 0.5 were excluded as considered the criteria for item selection but all items were found above the criteria. Additionally, the Cronbach's alpha values for each construct exceeded 0.7, following the guidelines of Hair et al. (2019) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e], and the Average Variance Extracted (AVE) surpassed 0.5, consistent with reliability and convergent validity standards [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eConfirmatory factor analysis\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable and Elements\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eStandardized estimate\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003et\u003c/em\u003e-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003ep\u003c/em\u003e-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003ePositive Emotion (CR\u0026thinsp;=\u0026thinsp;0.710; AVE\u0026thinsp;=\u0026thinsp;0.627; Cron-Bach\u0026thinsp;=\u0026thinsp;0.703)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.752\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.400\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.816\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.627\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.806\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.940\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eEngagement (CR\u0026thinsp;=\u0026thinsp;0.718; AVE\u0026thinsp;=\u0026thinsp;0.638; Cron-Bach\u0026thinsp;=\u0026thinsp;0.716)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.786\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e18.014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.818\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.120\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.792\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e18.144\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eRelationship (CR\u0026thinsp;=\u0026thinsp;0.708; AVE\u0026thinsp;=\u0026thinsp;0.630; Cron-Bach\u0026thinsp;=\u0026thinsp;0.706)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.794\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16.642\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.776\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.879\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16.961\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eMeaning (CR\u0026thinsp;=\u0026thinsp;0.718; AVE\u0026thinsp;=\u0026thinsp;0.635; Cron-Bach\u0026thinsp;=\u0026thinsp;0.714)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.793\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.482\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.816\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.403\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.781\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.794\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eAccomplishment (CR\u0026thinsp;=\u0026thinsp;0.714; AVE\u0026thinsp;=\u0026thinsp;0.636; Cron-Bach\u0026thinsp;=\u0026thinsp;0.714)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.811\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.382\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.776\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.927\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePMQ.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.806\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e19.349\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eIWB (CR\u0026thinsp;=\u0026thinsp;0.896; AVE\u0026thinsp;=\u0026thinsp;0.534; Cron-Bach\u0026thinsp;=\u0026thinsp;0.890)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.728\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e18.065\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e22.766\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.710\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.869\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.665\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e12.973\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.728\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16.657\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.824\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e21.870\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.601\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e11.301\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.747\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.125\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.741\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e20.358\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eJob Satisfaction (CR\u0026thinsp;=\u0026thinsp;0.898; AVE\u0026thinsp;=\u0026thinsp;0.542; Cron-Bach\u0026thinsp;=\u0026thinsp;0.894)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.801\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e21.098\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.767\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e20.496\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.680\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e14.333\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e21.895\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.771\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e20.564\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.657\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13.693\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.684\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16.325\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.727\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.596\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e0.714\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15.453\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eNote. CR\u0026thinsp;=\u0026thinsp;composite reliability; AVE\u0026thinsp;=\u0026thinsp;average variance extracted\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eDiscriminant validity was evaluated according to method of Fornell and Larcker (1981a)[\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. According to the criteria defined by Fornell and Larcker (1981b)[\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e], discriminant validity is established when the AVE square surpasses than correlation values between constructs. In this study, the AVE indeed surpassed the correlations (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e), indicating that all the measurement constructs are suitable for analysis in the structural model.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDiscriminant Validity\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1.Positive Emotion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e0.792\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2.Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.631\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e0.799\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3.Relationship\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.639\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.589\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e0.793\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4.Meaning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.588\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.605\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.612\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e0.797\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5.Accomplishments\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.657\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.647\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.622\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.620\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e0.798\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6.IWB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.739\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.732\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.715\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.720\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.747\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.731\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7.Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.650\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.659\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.714\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.644\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.662\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.712\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cb\u003e0.736\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBefore testing the structural model, it was essential to examine potential multicollinearity among the endogenous variables by assessing Variance Inflation Factor (VIF) values. However, all VIF values remained generally below the commonly accepted threshold of 3, which is considered conservative [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. Consequently, based on these findings, we conclude that the items integrated into the model did not exhibit problematic levels of collinearity, ensuring the robustness of the model for further structural analysis. After that Bootstrapping through Smart PLS 4.0.9.6 was utilized to attain statistical results, validating our research assumptions through the analysis of the partial least structure model, as outlined by Ringle et al. (2015) [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. The predictive capability of the structural model is delineated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Notably, the overall model exhibits a substantial 76.7% influence on the IWB (R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.767). While the model exhibits a substantial 83.5% influence on job satisfaction (R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.835). These findings underscore the model's validity, providing valuable insights for encouraging the PERMA wellbeing and IWB in physical education teachers\u0026rsquo; job satisfaction, as emphasized by Hair Jr et al. (2018) [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eDirect Effect\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e displayed the direct path analysis, specifically examining the influence of positive emotion, engagement, relationship, meaning, accomplishment, and IWB on job satisfaction. The results, as detailed in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, indicate that positive emotion exhibits a positive direct influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.128, p\u0026thinsp;\u0026lt;\u0026thinsp;0.010). Conversely, engagement also demonstrates a positive influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.168, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Similarly, relationships also demonstrate a positive influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.077, p\u0026thinsp;\u0026lt;\u0026thinsp;0.050). Likewise, meaning proves a positive influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.161, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Also, accomplishment demonstrates a positive influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.136, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). In the same way IWB also demonstrates a positive influence on job satisfaction (β\u0026thinsp;=\u0026thinsp;0.382, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Consequently, hypotheses H1, H2, H3, H4, H5, \u0026amp; H6 are substantiated. Overall, it can be inferred that physical education teachers, having positive emotion, engagement, relationships, meaning, accomplishment, and IWB, exhibit more job satisfaction. However, the IWB and engagement are the strongest significant predictors of job satisfaction.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDirect Effect of PERMA and Innovative work behvaior on Job Satisfaction\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHypothesis\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCausal Path\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eΒ-coefficient\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eT-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eP-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePositive Emotion \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.128\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.280\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEngagement \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.168\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.171\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRelationship \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.077\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.042\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMeaning \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.161\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.498\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAccomplishment \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.615\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIWB \u0026rarr; Job Satisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.382\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5.723\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eIndirect Effect\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAfter investigating the direct effects of positive emotion, engagement, relationship, meaning, accomplishment, and IWB on job satisfaction, it was explored whether the IWB serves as a mediator in the connection between predictors (including positive emotion, engagement, relationship, meaning, accomplishment) and job satisfaction. Following the methodology of previous studies [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e], the data is presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. The mediating role of the IWB between positive emotion and job satisfaction is statistically significant (H7: β\u0026thinsp;=\u0026thinsp;0.083, p\u0026thinsp;=\u0026thinsp;0.000), which shows that IWB is a significant partial mediator between positive emotion and job satisfaction. In the same way, the IWB mediates engagement and job satisfaction (H8: β\u0026thinsp;=\u0026thinsp;0.083, p\u0026thinsp;=\u0026thinsp;0.000). This signifies partial mediation, where the IWB complements the association between engagement and job satisfaction. While the IWB mediates relationship and job satisfaction (H9: β\u0026thinsp;=\u0026thinsp;0.069, p\u0026thinsp;=\u0026thinsp;0.000). Given the significant relationship between relationship and job satisfaction, the IWB plays a partial mediating role. Whereas the IWB mediates between meaning and job satisfaction (H9: β\u0026thinsp;=\u0026thinsp;0.082, p\u0026thinsp;=\u0026thinsp;0.000). Given the significant relationship between meaning and job satisfaction, the IWB plays a partial mediating role. In the same way, the IWB also mediates between accomplishment and job satisfaction (H9: β\u0026thinsp;=\u0026thinsp;0.083, p\u0026thinsp;=\u0026thinsp;0.000). Overall, IWB plays a partial mediation in relationships of positive emotion, engagement, meaning, relationship, and accomplishment with job satisfaction.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eIndirect of PERMA through IWB for job satisfaction\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eHypothesis\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eCausal Path\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cem\u003eΒ-coefficient\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eT-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eP-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003eConfidence Interval\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCI-LL\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCI-UL\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePE \u0026rarr;IWB\u0026rarr; JS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.083\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.514\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.043\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.134\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eE \u0026rarr;IWB\u0026rarr; JS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.083\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.418\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.043\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.134\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR \u0026rarr;IWB\u0026rarr; JS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.069\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.418\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.034\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.113\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eM \u0026rarr;IWB\u0026rarr; JS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.082\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.749\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.044\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.130\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA \u0026rarr;IWB\u0026rarr; JS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.083\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.678\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.043\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAccepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e\u003cp\u003eNote. PE\u0026thinsp;=\u0026thinsp;Positive Emotion; E\u0026thinsp;=\u0026thinsp;Engagement; R\u0026thinsp;=\u0026thinsp;Relationship; M\u0026thinsp;=\u0026thinsp;Meaning; A\u0026thinsp;=\u0026thinsp;Accomplishment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"5.0. Discussion","content":"\u003cp\u003eAn important aspect of a teacher\u0026rsquo;s sense of job satisfaction is positive emotions because they help instill a sense of contentment and resilience. Based on Seligman\u0026rsquo;s PERMA model, positive emotions are a bedrock of well-being that allow people to respond to difficulties and enjoy work. This is consistent with past studies of teachers scoring higher on measures of satisfaction as a result of being more enthusiastic and able to relate to students and colleagues and so nurture a supportive and rewarding workplace.\u003c/p\u003e\u003cp\u003eJob satisfaction is a strong predictor of the amount of engagement \u0026ndash; defined as work characterized by deep involvement and enthusiasm. The theory of Self Determination theory [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e] suggests that engagement is fostered by intrinsic motivation, which is fueled by autonomy, competence and relatedness, resulting in higher performance and satisfaction. The results of the current study are consistent with the proposition of flow theory, which points out, those engaged in such tasks to the degree of flow are said to experience high levels of job satisfaction and well-being. Basically, previous research confirms that if a teacher feels engaged, he or she will feel more accomplished and be more valued, which only increases the likelihood he or she will stay in his or her profession. The results of the current study are in line with the proposition of social capital theory, which indicates that social connections across work play a major role in determining job satisfaction [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Knowledge sharing, collaborative problem solving, and emotional support all help to create a satisfying work environment, and positive relationships make all of it possible. The results of the current study are in line with the prior research [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e] consistently points to teachers who have strong relationships with colleagues and students as those who are more likely to enjoy their jobs, and that belonging and respect with colleagues and students leads to job satisfaction.\u003c/p\u003e\u003cp\u003eThe results of the study indicate that the meaning in work appears to be significant determinant of job satisfaction among physical education teachers in China and are consistent with the Seligman\u0026rsquo;s PERMA model which highlights that the engagement and resulting sense of purpose and fulfillment that meaningful work brings is an important part of it. Moreover, the result is consistent with the goal\u0026ndash;setting theory confirms that having clearly defined and relevant goals enables individuals to do better. Prior studies reveal that teachers who perceive their roles as impactful on students' lives and society derive greater satisfaction, as this meaning aligns with their personal values and professional aspirations. The sense of accomplishment enhances job satisfaction by reinforcing competence and achievement. Seligman\u0026rsquo;s framework underscores accomplishment as a vital element of well-being, while goal-setting theory suggests that setting and achieving goals leads to intrinsic rewards [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. Empirical evidence supports the idea that teachers who regularly meet their objectives and witness the positive impact of their efforts on students' growth feel more satisfied with their jobs. Innovative work behavior is strongly linked to job satisfaction, as it allows teachers to creatively address challenges and improve their teaching practices. The results of the study emphasize the motivational power of setting innovative, challenging goals that promote creative problem-solving and enhance satisfaction. Prior research corroborates that teachers engaging in innovative behaviors experience increased job satisfaction, as they feel empowered and impactful in their roles.\u003c/p\u003e\u003cp\u003eThe results of the current study indicate that positive emotions enhance an individual\u0026rsquo;s capacity for creativity and adaptability, which are central to IWB [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e], which indicate that PERMA model underscores positive emotions as a foundation for well-being, which drives proactive behaviors like innovation. The results of the study are consistent with the self-determination theory, which highlights that intrinsic motivation, fueled by positive effect, supports engagement in novel and meaningful tasks. Results of the current study are in line with the findings of prior studies [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e][\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e] which confirm that teachers with high levels of positive emotions are more likely to engage in innovative practices, which in turn boost their job satisfaction through improved teaching outcomes and a sense of accomplishment. However, as per previous studies, teachers who see the roles that they play in the lives of students and society as significant are more likely to be satisfied with their roles, because meaning in their work satisfies their personal and professional values.\u003c/p\u003e\u003cp\u003eReinforcing competence and achievement is what enhances job satisfaction by a sense of accomplishment. The accomplishment exists as a central point in Seligman's framework and goal setting theory advises you to set goals as they facilitate intrinsic rewards. It has been shown empirically that teachers who execute regularly feel pleased at their jobs when they witness the results of their efforts positively affecting students\u0026rsquo; growth. Job satisfaction is very strongly linked to innovative work behavior because it gives teachers opportunities to creatively cope with challenges and consequently improve their teaching practice. Setting innovative, challenging goals that encourage creative problem solving and promote satisfaction is the focus of Goal Setting and Flow Theory. They confirm that teachers who do innovative things feel satisfied with their work, because they feel empowered and impactful. Different states of mind produce different mental states and these states of mind further cause differences in people\u0026rsquo;s configuration of environments (McFee, 2018). As a foundational pillar of well-being, positive emotions (as defined by Seligman\u0026rsquo;s PERMA model) fuels proactive behaviours (i.e. innovation). Thus, the connection between positive effects and engagement in novel and meaningful tasks also extends to Self-Determination Theory's [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e] assertion that intrinsic motivation engendered by positive effect is likely to support engagement with such tasks. Previous studies find that teachers with high levels of positive emotions are more likely to use innovative practices that, in turn, facilitate his or her job satisfaction through greater teaching outcomes and feelings of accomplishment.\u003c/p\u003e\u003cp\u003eThe result of the study reveals that teachers are inspired to go beyond routine tasks in finding meaning of work. As well as the above Seligman\u0026rsquo;s model emphasizes that meaning, therefore it\u0026rsquo;s an important element to well-being and it\u0026rsquo;s a motivation for individuals to make a bigger impact within their work. Another perspective again comes from Goal Setting theory (Locke \u0026amp; Latham, 2002) that meaningful goals enable you to put in extra effort and creativity. Teachers that do feel purpose either in their role, or in some other way, will be more likely to innovate in their teaching methods, which in turn will improve the outcomes for their students as well as their own personal satisfaction. Studies substantiate that greater levels of innovation are achieved on jobs that we find meaningful, which should lead to a greater sense of job satisfaction. The encouragement teachers receive from a sense of accomplishment motivates teachers to pursue new and better ways. Based upon Seligman\u0026rsquo;s framework, the accomplishment is linked to advancement of enhanced well-being and motivation, whereas the Goal-Setting theory center on the happiness resulting from the goal attainment. So generally, teachers are more likely to adopt innovative solutions to improve their practices if they have the habit of regularly achieving their objectives. And the empirical research shows that this cycle of achievement and innovation makes those who are part of this process more job satisfied, as the respect of other people in this cycle confirms their efforts, their profession.\u003c/p\u003e"},{"header":"6.0. Conclusion","content":"\u003cp\u003eThe objective of this research was to explore the role of well-being dimensional SIGNIFICANCE\u0026mdash; Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) to improve job satisfaction by gauging influence of innovative work behaviour (IWB) as a mediator. The findings were based on Structural equation methodology Partial Least squares (SEM PLS) and indicated that each of the well-being dimensions positively and significantly affect job satisfaction and positively, directly and indirectly through the IWB. According to Seligman\u0026rsquo;s PERMA model, positive emotion proved to affect teachers\u0026rsquo; inclination toward innovative behaviors, that increased job satisfaction, as well. A second critical dimension of engagement resulted, and findings supported Flow Theory, which holds that deep immersion in tasks leads to creativity and fulfilment. Across workforce relationships, individuals found that the sticks of positive interrelations between people leverage and cultivate knowledge sharing as well as collaborative problem solving, which in turn drives innovation. That fits with Social Capital Theory, which explains how social networks support individual and collective goals. Similarly, the work meaning sense strongly related to innovation and satisfaction, as in Goal-Setting Theory, motivational power of purposeful and challenging purposes. This dynamic was also reinforced by accomplishment, with teachers who were professionally accomplished less likely to practise innovation and less confident. These have crucial implications for the nature of the cyclical relationship between accomplishment, innovation and satisfaction \u0026mdash; and the need for a supportive work environment.\u003c/p\u003e\u003cp\u003eThe mediating role specifically of IWB in these relationships emphasized the fact that innovation serves as the bridge between the professional satisfaction and personal well-being. The uses of IWB make teachers more involved and contribute to enhanced educational outcomes; also teachers become happier and grow more professionally. The dual effect of well-being and innovation in the improvement of teacher satisfaction raises the importance of the institutions\u0026rsquo; policies regarding both well-being and innovation. Through its use of SEM-PLS, this study provides an in-depth analysis of these complex relations, which illuminate how job satisfaction is both directly and indirectly influenced by the well-being dimensions. The findings are consistent with previous research and theory and thereby provide further validation and relevance. From a practical perspective, educational institutions need to build a more modern system, which fosters positive well-being on site, encourages innovation and which allows people to develop their careers. This would not only improve teacher satisfaction but to improve students and institutional performance.\u003c/p\u003e"},{"header":"7.0. Implications","content":"\u003cp\u003e\u003cb\u003eTheoretical implications\u003c/b\u003e of these findings arise from how well-being interacts with innovative work behavior (IWB) and job satisfaction on a broader spectrum, especially in educational activities. Research using Seligman\u0026rsquo;s PERMA model combined with the theories of self-determination theory, flow theory, social capital theory and goal setting theory demonstrates the importance of well-being dimensions in encouraging job satisfaction. Whereas one view of IWB emphasizes the mediating role of IWB as a reflection, IWB is a more nuanced 'global reflector' perceiving innovation as a dynamic conduct, linking individual well-being and professional fulfilment. This shows a circle of positive emotions, engagement and accomplishment are what make our satisfaction better and inspire innovation, and ultimately better well-being. In addition, the article contributes to the literature by linking these innovative practices with the larger long-term aspirations of teacher well-being and job satisfaction, demonstrating how constructions reinforce one another. In combination, the several theoretical viewpoints provide a whole viewpoint, a total framework for subsequent analysis on well-being and innovation in professional surroundings.\u003c/p\u003e\u003cp\u003e\u003cb\u003ePractically\u003c/b\u003e, the research underscores the importance of institutional policies that promote teacher well-being and innovation as a dual strategy to enhance job satisfaction and performance. Schools and educational institutions should prioritize the creation of supportive work environments that nurture positive emotions, meaningful engagement, and a sense of accomplishment. For example, fostering a culture of recognition and celebration of achievements can reinforce accomplishment and intrinsic motivation. Additionally, facilitating professional relationships through team-building activities and collaborative platforms can leverage the benefits of social capital, enabling knowledge sharing and problem-solving. Institutions should also support innovative behaviors by providing resources and opportunities for teachers to explore creative solutions and adapt teaching practices. Policies that align work goals with personal and professional values can help teachers find deeper meaning in their roles, further boosting their satisfaction and commitment. By fostering environments that integrate well-being and innovation, educational organizations can achieve not only enhanced teacher satisfaction but also improved student outcomes and institutional performance. The study highlights the need for targeted interventions that recognize the interconnected nature of these constructs, ultimately advocating for a more nurturing and innovative educational landscape.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003ePERMA \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment\u003c/p\u003e\n\u003cp\u003eIWB\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Innovative Work Behavior\u003c/p\u003e\n\u003cp\u003eSmart-PLS\u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Smart Partial Least Square\u003c/p\u003e\n\u003cp\u003eCR\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Composite Reliability\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAVE\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Average Variance Extracted\u003c/p\u003e\n\u003cp\u003eVIF \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Variance Inflation Factor\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u0026nbsp;\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;Availability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data will be available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;Funding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eJ.L: methodology, investigation, formal analysis.\u003c/p\u003e\n\u003cp\u003eX.Z: writing – original draft, editing, proof reading, and project administration.\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the article and approved the submitted version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe extend our profound appreciation to all participants who contributed to our study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eOrtan, F., Simut, C. \u0026amp; Simut, R. 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Pers.\u003c/em\u003e \u003cb\u003e19\u003c/b\u003e (2), 109\u0026ndash;134 (1985).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"PERMA, Innovative Work Behaviour, Job Satisfaction, Physical Education Teacher, China","lastPublishedDoi":"10.21203/rs.3.rs-7125889/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7125889/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe prime objective of the current study is to examine the direct impact of PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) on the job satisfaction of university teachers in Xinjiang province of China. In addition to that, the current study has examined the mediating role of innovative work behaviour in relationship between PERMA models and job satisfaction. Based on survey-based research design, the data is collected from a sample of 300 physical education teachers in the Xinjiang province (China) using purposive sampling. All the data was then analyzed using Smart-PLS 4.0. The results of the study highlight that direct hypotheses examining the impact of positive emotion, engagement, relationships, meaning, accomplishment, and innovative work behaviour on the job satisfaction of teachers in physical education are significant. Meanwhile innovative work behaviour appears to be a significant mediator between PERMA model and job satisfaction. This research concludes by recognizing the interdependence among well-being, innovation and satisfaction in service to the teaching profession and posits recommendations for creating environments that are nurturing and innovative with regards to teaching. This study is among the pioneer studies validate and extend existing theoretical frameworks, by showing their relevance and applicability in education, an area that has until now received relatively less attention in organizational and psychological research.\u003c/p\u003e","manuscriptTitle":"Promoting Teacher Well-Being: The Influence of the PERMA Model and Innovative Work Behavior on Job Satisfaction in Physical Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-07 10:14:45","doi":"10.21203/rs.3.rs-7125889/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2166b9a6-d2b0-46e6-a5fa-326c48d96a39","owner":[],"postedDate":"August 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52700199,"name":"Social science/Education"},{"id":52700200,"name":"Business and commerce/Information systems and information technology"},{"id":52700201,"name":"Biological sciences/Psychology"},{"id":52700202,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2025-09-22T05:53:43+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-07 10:14:45","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7125889","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7125889","identity":"rs-7125889","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}