School Climate and Self-Efficacy Relating to University Lecturers’ Positive Mental Health: A Mediator Model

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Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in the relationship between university climate and lecturers’ PMH. A total of 357 responses were collected from English major lecturers in Chinese higher education institutions through an online survey with convenience sampling. Data were collected via an online questionnaire using validated scales: the School Climate Inventory (SCI-5) for school climate, the General Self-Efficacy Scale (GSES) for self-efficacy, and the Positive Mental Health Scale (PMH) for mental health. The results indicated that all five dimensions of university climate—Collaboration (β = 0.122, p < 0.05), Student Relations (β = 0.163, p < 0.01), School Resources (β = 0.12, p < 0.05), Decision-Making (β = 0.11, p < 0.05), and Instructional Innovation (β = 0.325, p < 0.001)—positively influenced lecturers’ self-efficacy, with instructional innovation having the most significant impact. Moreover, self-efficacy significantly enhanced lecturers’ PMH (β = 0.27, p < 0.001) and partially mediated the relationship between university climate and lectures’ PMH (VAF = 20–80%). The findings highlighted the importance of fostering an innovative and supportive university climate while enhancing self-efficacy to promote faculty well-being. Future studies can further extend the results of this study through institutional and individual development strategies.