Factors Affecting School Music Teacher’s Professional Well-being: A Pilot Study in Mainland China

This study 1) examines the job satisfaction, resilience, and self-efficacy profiles of school music educators in mainland China and 2) further analyses the relationship between these qualities and teachers’ well-being amid the ongoing national curriculum reform. The research surveyed 448 school music teachers from thirteen cities across China to complete a questionnaire incorporating five validated scales. The PERMA questionnaire assessed the general well-being of the teachers, while the Teacher Job Satisfaction Scale (TJSS), Multidimensional Teachers’ Resilience Scale (MTRS), and Music Teacher Self-Efficacy Scale (MTSS) gathered data on job satisfaction, resilience, and self-efficacy, specifically. The data were analysed by structural equation modelling, with well-being as the dependent variable and the dimensions of the composite scale as independent variables, to investigate the predictive influence of these parameters on well-being and the interrelationship among these variables. The research categorised the questionnaire items into personal, professional, and organisational factors underpinning the teachers' professional well-being concept. Add Path analyses were also conducted to investigate the multifaceted influences on teachers' professional well-being and to determine the interrelationships among these factors. The study's results offer an empirical foundation for educational administrators to identify and optimise key factors influencing teachers' professional well-being, thereby enhancing their working environment and augmenting job satisfaction and psychological well-being.