Survey analysis reveals how job demands and psychological resources affect teachers' support in rural areas, suggesting new insights into community contribution.
Key Points
The study aims to understand how job demands and resources influence teachers' willingness to support rural revitalization in Tibetan areas.
Survey data from 2936 primary-school teachers was collected.
A theory-informed structural equation model was used for analysis.
Links among job demands, psychological resources, and willingness to support were examined.
Job demands negatively impacted teachers' well-being and job satisfaction.
Self-efficacy positively influenced both well-being and job satisfaction.
Interestingly, some job demands had direct positive effects on teachers' willingness to contribute.