The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers

Abstract

This mixed-methods study investigates the complex factors affecting the psychological well-being of Chinese EFL teachers, particularly the direct effects of mindfulness and growth mindset, and the mediating role of teaching enthusiasm. A quantitative survey (n = 268) was distributed to EFL teachers across diverse provinces in China. Established scales measured psychological well-being, mindfulness, growth mindset, and teaching enthusiasm. The data was analyzed using structural equation modeling (SEM) with two phases in SPSS and AMOS software. A qualitative phase, employing semi-structured interviews with a subsample (n = 12) of participants, provided deeper insights into the lived experiences of teachers. The quantitative analysis yielded positive direct relationships between mindfulness, growth mindset, and well-being. Notably, teaching enthusiasm emerged as a significant mediating factor. These findings suggest that mindfulness and growth mindset indirectly influence well-being through their positive impact on teaching enthusiasm. The qualitative data corroborated these results, showcasing how mindfulness practices and a growth mindset contribute to a more passionate and fulfilling teaching experience. These combined findings underscore the importance of promoting mindfulness, growth mindset, and teaching enthusiasm to enhance the psychological well-being of Chinese EFL teachers.