Coping Self-Efficacy Amplifies Mindfulness: A Moderated Mediation Model of Teacher Well-Being in Chinese Public Junior High Schools

Background: Teacher mental health is a critical determinant of educational quality and student outcomes. Although mindfulness is known to alleviate occupational stress, the mechanisms underlying this relationship, particularly the role of coping self-efficacy (CSE), remain insufficiently explored in the context of China’s public junior high school educational environment. Methods: To examine mechanisms beyond direct effects, we proposed and tested a moderated mediation model based on Social Cognitive and Transactional Stress Theories. Data were collected from 462 teachers in a Chinese public junior high school. Results: The results revealed that occupational stress mediated the relationship between mindfulness and mental health. CSE served as a significant buffer: the stress-reducing effect of mindfulness was significantly stronger for teachers with high CSE than for those with low CSE. The significant index of moderated mediation confirms that CSE is a pivotal boundary condition. Conclusions: Our findings challenge the assumption that mindfulness interventions are universally effective. They further advocate for dual-focused programs that synergistically cultivate awareness and strengthen CSE, thereby promoting teacher well-being in Chinese junior high school contexts.