The influence of school climate on teachers’ well-being indicators in China: a serial mediation model

Teachers’ mental health is an important factor in ensuring educational quality. From the perspective of positive psychology, this study explores the relationship between teachers’ well-being factors and the organizational context—the perceived school climate, as well as the underlying mechanisms. Based on a survey of 9,680 teachers (Mage = 39.21, SD=10.20; 32.9% male) in China. Participants completed the School Climate Questionnaire, Life Satisfaction Scale and Subjective Vitality Scale et al. The subsequent analysis of the data was conducted using SPSS and Mplus. The results show that school climate has a significantly positively associated with teachers’ well-being indicators (life satisfaction and subjective vitality); teachers’ relatedness need satisfaction and psychological resilience play both individual and serial mediating roles between school climate and well-being indicators (life satisfaction, experience of life meaning, and subjective vitality). Research findings indicate that a positive school climate can enhance teachers’ sense of belonging and psychological resilience, thereby helping to shape their well-being indicators. Therefore, relevant departments should develop integrated strategies from the perspective of establishing a good work environment to jointly maintain the mental health of the teaching staff.