Psychological wellbeing within the workplace is considered a pivotal determinant influencing employees’ overall satisfaction, performance, and health in their professional context (Warr, 1990; Keyes, 2002). This multidimensional construct encompasses several facets, such as feelings of competence, autonomy, positive emotions, and the absence of psychological distress (Ryff and Keyes, 1995; Deci and Ryan, 2008). Rooted in an individual’s perceptions of their work situation, it includes both hedonic (pleasure-based) and eudaimonic (meaning-based) aspects of wellbeing (Ryan and Deci, 2001; Quinn and Earnshaw, 2013).

Keyes (2002) introduced a dual-continuum model, differentiating between mental illness and mental health, highlighting that individuals can experience both mental illness (e.g., anxiety, depression) and mental health concurrently. Psychological wellbeing at work aligns closely with the mental health continuum, emphasizing positive functioning, optimal experiences, and a sense of fulfillment in the workplace (Keyes, 2002; Dagenais-Desmarais and Savoie, 2012).

Numerous studies have emphasized the significant association between psychological wellbeing at work and positive outcomes, including heightened job satisfaction, enhanced job performance, increased organizational commitment, and reduced turnover intentions (Wright and Cropanzano, 2000; Harter et al., 2002; Molero Jurado et al., 2018). Moreover, research posits a reciprocal relationship between psychological wellbeing and organizational outcomes, suggesting that improvements in wellbeing can positively impact organizational effectiveness (Judge et al., 2001). In the educational domain, particularly among teachers, psychological wellbeing holds immense importance, significantly influencing job satisfaction, motivation, and classroom effectiveness (Renshaw et al., 2015; Chitra and Karunanidhi, 2021). Given the demanding nature of the teaching profession, understanding and enhancing psychological wellbeing among educators are crucial for fostering conducive work environments and enhancing overall educational quality (Skaalvik and Skaalvik, 2017; Burić et al., 2019; Bardach et al., 2022).

Recent research has delved deeper into the complex interplay impacting mental wellness in contemporary workplaces. Fotiadis et al. (2019) explored the moderating effects of psychological self-governance, proficiency, and interconnectedness in the relationship between work-life balance and mental health. Their findings shed light on how an individual’s perception of psychological self-governance, competence, and social connections mediates the impact of work-life balance on overall mental health. Similarly, Prasad et al. (2020a) investigated remote employment during the COVID-19 pandemic in Hyderabad’s information technology sector. Their study emphasized the key role of the organizational atmosphere, opportunities, and challenges in influencing the mental wellbeing of remote workers. This investigation highlighted the significance of cultivating a supportive and adaptable organizational climate to fortify the wellbeing of remote staff.

Furthermore, Obrenovic et al. (2020) explored the complex relationship between work-family tensions, psychological safety, and mental health within job performance models. Their findings highlighted the substantial impact of work-family tensions on both psychological safety and overall mental wellness, emphasizing the imperative need to address work-family tensions to enhance employee mental wellbeing and job efficiency. Additionally, Prasad et al. (2020b) conducted an empirical analysis focusing on occupational stress, remote work, and their effects on the mental wellbeing of information technology employees. Their study revealed the detrimental impacts of occupational stress and remote employment on employees’ mental wellbeing, highlighting the urgent need for interventions to alleviate stress and support the wellbeing of remote workers.

Overall, the literature presents a comprehensive view of psychological wellbeing within the workplace, highlighting its multifaceted nature and significant impact on employee satisfaction, performance, and overall organizational effectiveness. Recent studies have further enriched our understanding, delving into various aspects of psychological wellbeing and their intricate connections within modern work environments. However, despite the extensive of research exploring psychological wellbeing in diverse contexts, a noticeable gap persists within the educational setting, particularly among Chinese teachers.

The academic exploration of teacher workload has been a main focus within the educational landscape (Smith and Bourke, 1992). This workload, including numerous instructional, administrative, and professional responsibilities (Johnson et al., 2005; Ingersoll and Strong, 2011; Chughati and Perveen, 2013), includes tasks like lesson planning, curriculum development, and classroom teaching, which have increased due to standardized testing and accountability measures (Lauermann and Karabenick, 2011; Darling-Hammond, 2017). Administrative duties, such as grading and compliance reporting, add intricacy and take over the time available for direct instructional activities (Johnson et al., 2005; Hanushek et al., 2019). Additionally, the continuous need for professional development requires teachers to stay updated with instructional advancements, further elevating their workload (Ingersoll and Strong, 2011; Opfer and Pedder, 2011). These demanding workloads have been associated with increased stress, burnout, and job dissatisfaction among teachers, potentially impacting their mental health (Maslach et al., 2001; Johnson et al., 2005; Skaalvik and Skaalvik, 2010).

In the complex link between teacher workload and psychological wellbeing, perceived organizational support (POS) stands out as a crucial factor. Teachers who perceive robust backing from their educational institutions tend to manage their workload more effectively, leading to reduced stress and burnout (Runhaar et al., 2013; Prasad et al., 2020b). Recent research has further explored the intricate relationships between teacher workload, perceived organizational support, and psychological wellbeing. Magalong and Torreon (2021) highlighted the key role of workload in shaping the holistic wellbeing of teachers across personal and professional dimensions. Pan et al. (2023) identified teacher training readiness, autonomy, and workload as key predictors of teacher wellbeing. Furthermore, Jerrim and Sims (2021) emphasized the nonlinear impact of specific teaching tasks on teacher wellbeing, emphasizing the need for a comprehensive understanding of workload components. Granziera et al. (2021) approached teacher wellbeing through the lens of the JD-R theory, providing a theoretical framework to comprehend the interplay between job demands, resources, and teacher wellbeing. Notably, Collie et al. (2015) developed the Teacher Wellbeing Scale, encompassing organizational wellbeing, and highlighted the role of perceived organizational support in shaping teacher wellbeing.

Together, these studies emphasize the multidimensional nature of factors influencing teacher wellbeing, emphasizing the complexity of teacher workload and the important role of perceived organizational support. This synthesis of findings significantly contributes to understanding the intersection between workload and organizational support, impacting the psychological wellbeing of teachers within educational contexts.

Perceived Organizational Support (POS) stands as an essential aspect in elucidating the complex interactions between educators and their respective educational institutions (Kurtessis et al., 2017). It encompasses employees’ perceptions of their organization valuing their contributions and caring about their wellbeing (Eisenberger et al., 1986). Within the teaching domain, POS holds significant relevance, directly influencing job satisfaction, commitment, and the overall wellbeing of teachers within their educational settings (Eisenberger et al., 2001; Rhoades and Eisenberger, 2002).

Perceived Organizational Support comprises several dimensions, including support perceived from supervisors, colleagues, and the fairness of organizational policies. Teachers feeling supported by their immediate supervisors are inclined to experience a positive work environment and heightened job satisfaction (Eisenberger et al., 1997; Rhoades and Eisenberger, 2002; Malik and Noreen, 2015). Equally crucial is the perceived support from colleagues, enhancing collaborative relationships that contribute to a positive organizational climate and influence teacher engagement and commitment (Rhoades and Eisenberger, 2002; Eisenberger et al., 2020). Furthermore, the perception of fairness in organizational policies correlates with increased commitment and job satisfaction among teachers (Rhoades and Eisenberger, 2002; Eisenberger and Stinglhamber, 2011; Chiang and Hsieh, 2012; Sudibjo and Manihuruk, 2022).

Extensive research consistently indicates a positive correlation between POS and teacher wellbeing. Teachers perceiving higher organizational support levels report lower stress, burnout, and job dissatisfaction (Eisenberger et al., 2001; Rhoades and Eisenberger, 2002). Additionally, POS acts as a protective mechanism, decreasing the negative effects of stressors, such as high workload and challenging student behaviors, on teacher psychological wellbeing (Runhaar et al., 2013; Kurtessis et al., 2017). Crucially, POS has been identified as a potential mediator in the relationship between teacher workload and wellbeing. A supportive organizational environment may decrease the negative effects of high workload on teachers, contributing to increased job satisfaction and positive work engagement (Alfes et al., 2013; Cullen et al., 2014).

An array of scholarly works has contributed to understanding the crucial role organizational support plays in shaping the psychological wellbeing of teachers. Malik and Noreen’s (2015) study investigated the complex interactions involving POS, affective wellbeing, and occupational stress, highlighting POS as a moderator in influencing the connection between affective wellbeing and occupational stress. Similarly, Journell’s (2023) doctoral dissertation scrutinized correlations among organizational support, teacher wellbeing, and resilience among secondary school educators, offering insights into the nuanced linkages between organizational support and the wellbeing and resilience of teachers.

Feni’s (2022) research focused on examining the influence of perceived organizational support and psychological capital on the psychological wellbeing of teachers. This dissertation enriched the understanding of how organizational support and psychological capital shape the psychological wellbeing of educators. Sudibjo and Manihuruk’s (2022) study explored the challenges presented by the COVID-19 pandemic, exploring how happiness at work and perceived organizational support impact teachers’ mental health through job satisfaction. This research provided valuable insights into the mediating role of job satisfaction in the relationship between happiness at work, organizational support, and mental health during tumultuous times.

Overall, these studies highlight the main influence of perceived organizational support on the psychological wellbeing of teachers. Whether moderating stress effects, contributing to resilience, or interacting with other psychological factors, organizational support emerges as a central element in nurturing the overall mental health of educators. Understanding these intricate relationships is crucial for devising interventions and policies aimed at fostering the wellbeing of teachers across diverse educational contexts.

Work engagement represents a lively and positive mental state characterized by vigor, dedication, and immersion in one’s professional tasks in various domains (Schaufeli et al., 2002; Bakker et al., 2014; Pérez-Fuentes et al., 2018). In the realm of education, work engagement reflects educators’ holistic investment–physically, cognitively, and emotionally–in their professional roles (Schaufeli et al., 2006; Bakker and Demerouti, 2008; Knight et al., 2017).

The components constituting work engagement encompass vigor, dedication, and absorption. Vigor embodies high energy levels, mental resilience, and a proactive approach to work, often observed in teachers displaying enthusiasm, persistence, and zest in tackling challenges (Schaufeli et al., 2006; Li et al., 2023). Dedication involves a profound sense of significance, enthusiasm, and purpose in work, reflecting teachers’ commitment and fulfillment in contributing to students’ educational development (Schaufeli et al., 2006; Bakker and Demerouti, 2008). Absorption indicates complete immersion and focus on work, leading teachers to experience a state of flow where time becomes inconspicuous, reflecting intrinsic motivation derived from the rewards and challenges of their profession (Schaufeli et al., 2002; Bakker and Demerouti, 2008; Zhang et al., 2023b).

Extensive research consistently highlights a positive association between work engagement and teacher wellbeing (Lesener et al., 2020; Liu et al., 2023). Engaged educators are prone to experiencing heightened job satisfaction, reduced burnout, and improved psychological wellbeing (Schaufeli et al., 2006; Bakker and Demerouti, 2008; Knight et al., 2017; Fathi et al., 2023). Furthermore, the positive outcomes of work engagement extend beyond individual wellbeing, influencing the overall learning environment and ultimately impacting student outcomes (Bakker and Demerouti, 2008).

The role of POS emerges as crucial in fostering work engagement among educators. A supportive organizational environment enhances teachers’ feelings of value and engagement in their professional roles (Eisenberger et al., 2001; Bakker and Demerouti, 2008; Bakker et al., 2011; Derakhshan et al., 2023). POS serves as a catalyst, creating an atmosphere beneficial to the evolution and sustenance of work engagement among educators.

A convergence of diverse research endeavors sheds light on the intricate associations between teacher work engagement and the broader spectrum of wellbeing. For instance, Sarath and Manikandan’s (2014) exploration indicated a mutually reinforcing relationship between work engagement and the wellbeing of educators, highlighting how involvement in professional tasks intertwines intricately with teachers’ holistic wellbeing. In extending this discourse, Greenier et al. (2021) investigated the impact of emotion regulation on psychological wellbeing within the framework of work engagement among English language educators, offering insights into the emotional dimensions shaping teacher wellbeing. Zeng et al. (2019) investigated the influence of teachers’ growth mindset on work engagement within the Chinese educational context, emphasizing the role of cognitive factors in shaping teacher wellbeing. Rusu and Colomeischi (2020) explored the positivity ratio and wellbeing among teachers, highlighting the importance of positive psychological states in fostering work engagement and overall wellbeing. Han et al. (2020) scrutinized the influence of challenging job demands and resources on the wellbeing of university teachers, revealing the mediating role of teacher efficacy in the relationship between work engagement and wellbeing.

Collectively, these studies offer a comprehensive perspective on the multifaceted relationship between teacher work engagement and wellbeing. From emotional dimensions to cognitive factors, and from challenges to resources, the research presents a comprehensive view of how engagement in work contributes to the overall psychological wellbeing of educators across diverse educational settings. Understanding these intricacies is pivotal in informing interventions and strategies aimed at enhancing the wellbeing of educators.

The aim of this research is to thoroughly examine psychological wellbeing, teacher workload, perceived organizational support (POS), and work engagement in educational settings. By reviewing extensive literature in these areas, this study aims to clarify how these factors are connected and influence teachers’ psychological wellbeing. Using a structural equation modeling approach, the research seeks to understand how psychological wellbeing, workload, organizational support, and work engagement intersect and affect educators’ overall mental health and satisfaction. Table 1 summarizes the main findings related to psychological wellbeing, teacher workload, perceived organizational support, and work engagement, highlighting their connections and impact on teacher wellbeing in educational settings.

In this section, we explain the hypotheses guiding our research, drawing from an extensive body of existing literature to theoretically prove and support each hypothesis in the hypothesized model (see Figure 1).

The proposed hypothesis suggests a direct correlation between teacher workload and teacher wellbeing. Numerous studies have consistently highlighted the profound impact of teacher workload on their overall wellbeing (Collie et al., 2015; Granziera et al., 2021; Jerrim and Sims, 2021; Magalong and Torreon, 2021). The demands imposed on teachers, comprising both time-intensive tasks and substantial cognitive efforts, have been associated with heightened stress levels and burnout, exerting a negative influence on their wellbeing (Kyriacou, 2001; Hakanen et al., 2006; Pan et al., 2023). These findings agree with the conservation of resources theory, which posits that excessive demands, such as a high workload, may deplete an individual’s resources, consequently leading to decreased wellbeing (Hobfoll, 1989). Therefore, based on this substantial body of evidence, we hypothesize a direct and adverse relationship between teacher workload and teacher wellbeing.

Our second hypothesis posits a direct relationship between organizational support and teacher wellbeing. Empirical evidence consistently underscores the essential role of perceived organizational support as a determinant of teacher wellbeing (Malik and Noreen, 2015; Feni, 2022; Sudibjo and Manihuruk, 2022; Journell, 2023). When educators perceive robust support from their educational institutions, it positively influences their job satisfaction, commitment, and overall wellbeing (Eisenberger et al., 2001; Sudibjo and Manihuruk, 2022). Rooted in social exchange theory, this hypothesis suggests that employees reciprocate supportive actions with increased commitment and wellbeing (Eisenberger et al., 1986). Hence, grounded in this comprehensive empirical support, we hypothesize a direct and favorable relationship between organizational support and teacher wellbeing.

Drawing from the JD-R model, our third hypothesis suggests work engagement as a mediator in the relationship between teacher workload and teacher wellbeing (Bakker and Demerouti, 2007). Teacher workload, viewed as a job demand, is suggested to impact work engagement as a resource that can buffer the adverse impacts of these demands (Schaufeli and Bakker, 2004; Bakker and Demerouti, 2007). Empirical research across various occupational settings has demonstrated the mediating role of work engagement between job demands and wellbeing (Schaufeli et al., 2009; Koroglu and Ozmen, 2022). Therefore, we propose that work engagement mediates the association between teacher workload and teacher wellbeing, constituting a significant facet of this interplay.

The fourth hypothesis posits work engagement as a mediator between organizational support and teacher wellbeing. A substantial body of literature supports the notion that organizational support enhances work engagement, thereby contributing to improved wellbeing (Schaufeli et al., 2006; Bakker and Demerouti, 2008; Sarath and Manikandan, 2014; Zeng et al., 2019; Han et al., 2020; Rusu and Colomeischi, 2020; Greenier et al., 2021). Organizational support, conceptualized as a job resource, nurtures a conducive environment that fosters work engagement (Bakker and Demerouti, 2008; Xanthopoulou et al., 2009). Guided by the JD-R model, this hypothesis proposes that organizational support significantly contributes to enhanced work engagement, subsequently influencing overall teacher wellbeing (Bakker and Demerouti, 2007). Hence, we hypothesize that work engagement mediates the link between organizational support and teacher wellbeing, including a critical mechanism within this intricate relationship.

The investigation comprised 572 teachers employed across secondary schools in the Southwestern region of China between January 2023 and June 2023. The participants were purposefully selected during educational workshops and seminars held at various academic institutions across the region. Utilizing a purposive sampling technique, researchers invited willing participants to partake in a comprehensive questionnaire survey. Before engaging in the survey, participants provided explicit written consent. The survey instrument was administered in person by the research team.

Of the total participants, there were 138 male teachers (24.1%), 425 female teachers (74.3%), and 9 individuals for whom gender data was not available. Disciplinary distribution indicated that 236 educators specialized in language arts (41.3%), 167 in mathematics (29.2%), and 169 in various other subjects such as English, science, and music (29.5%). Additionally, 18 educators did not specify their subject. Concerning tenure, 132 educators (23.1%) reported teaching for 7 years or less, 120 (21.0%) taught between 8 and 15 years, 160 (28.0%) taught within the range of 16 to 23 years, and 160 (28.0%) had more than 24 years of teaching experience. Geographically, 132 educators (23.1%) hailed from rural school settings, while 440 (76.9%) were affiliated with urban or suburban educational institutions.

The data analysis process encompassed SPSS version 28.0 and AMOS version 26.0 for comprehensive examination. Initially, confirmatory factor analysis (CFA) was employed to assess the construct validity of each scale utilized in the study (Brown, 2006). Subsequently, descriptive statistics were computed, including mean (M) and standard deviation (SD), while correlations among variables were determined using SPSS.

To test the formulated hypotheses, the structural equation modeling (SEM) approach was utilized, along with mediation analysis. The assessment of model fit employed several indices, namely the chi-square statistic (χ2), root mean square error of approximation (RMSEA), Tucker–Lewis index (TLI), and comparative fit index (CFI). For determining acceptable data fit, the study employed the criteria suggested by Hu and Bentler (1999), which considered a combination of CFI > 0.90, TLI > 0.90, and RMSEA < 0.1 as the cutoff thresholds.

Moreover, to ascertain mediation effects, a bootstrapping method following Hayes (2009) was employed. This technique was instrumental in detecting and estimating the significance of mediation effects within the structural model.