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ABSTRACT The COVID‐19 pandemic has significantly altered teaching methodologies by integrating technology into syllabi, emphasising the crucial role of teacher well‐being influenced by positive psychology. Also, as the foremost issues of education, teachers’ individual factors should be considered as their beliefs in their capabilities to persist in the case of difficulties and their emotion regulation (ER) have been underlined in the literature. Therefore, this study examined the correlation between teacher self‐efficacy (TSE), resilience and ER and teacher well‐being among 424 Chinese teachers. The findings through running the structural equation model revealed that those teachers with a heightened degree of TSE, resilience and ER are more likely to have better well‐being. Multiple regression analysis indicated that TSE explained 61% of the variance in teachers’ well‐being. Meanwhile, the same analysis found that resilience and ER explained 54% and 51% of the variance in teachers’ well‐being, respectively. Succinctly, some educational implications are provided for educational members to attract their attention to the role of these constructs in technology‐enhanced teaching.
Lu et al. (Wed,) studied this question.