Unravelling English as a Foreign Language Teacher Resilience and Work Engagement: The Mediating Role of Subjective Well‐Being

ABSTRACT Mental wellness has been emphasised in positive psychology. However, a significant gap remains in understanding the complex interplay among teachers' difficulty‐coping‐related variables (e.g., resilience), well‐being, and work‐related states (e.g., work engagement). The present study examined the role of English as a Foreign Language (EFL) teachers' subjective well‐being in the relationship between resilience subconstructs (i.e., professional, emotional, social, and cultural resilience) and work engagement. Participants in the study were 811 Chinese junior high school EFL teachers, surveyed via questionnaires. Structural equation modelling results revealed no significant direct effects of resilience dimensions on work engagement. Mediation analysis indicated that only emotional–social and cultural resilience significantly and positively predicted work engagement through the mediating effect of subjective well‐being. This study concludes with implications for fostering teachers' positive mental states and enhancing professional development.