ArticleBMC psychology2025
Exploring the relationship between teachers' perceived workload, challenge-hindrance stress, and work engagement: a person-centered approach.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Perceived organizational support and family-school collaboration among kindergarten teachers: job satisfaction as a mediator and occupational commitment as a moderator.Frontiers in psychology · 2026Article
- Who pays more for early starts? Early-morning time pressure, sleep-related states, and role-contingent work engagement among Chinese university teachers.Frontiers in psychology · 2026Article
- Perceived workload and teaching innovative behavior in university teachers: parallel mediation by need for cognitive closure and thriving at work, gender multi-group.Frontiers in psychology · 2026Article
- Temporal dynamics of work engagement, job crafting, and job satisfaction in a Chinese educational context: a time-lagged study with primary school teachers.BMC psychology · 2025Article
- The Relationship Between Extra-Administrative Workload, Emotional Exhaustion, and Work Engagement of Primary and Secondary School Teachers: Based on Multilevel Linear Model Analysis.Behavioral sciences (Basel, Switzerland) · 2025Article
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4 authors.
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Abstract
purposeThis study explored the effects of teachers' perceived workload on their work engagement in Chinese primary and secondary schools using a person-centered approach. The aim was to investigate the relationship and the mediating roles of challenge and hindrance stress.
methodsA total of 40,712 primary and secondary school teachers from China participated in this study. Participants were asked to rate their perceived workload across five major educational and teaching tasks. To assess their work engagement and challenge-hindrance stress, the Utrecht Work Engagement Scale and the Challenge-Hindrance Stressors Scale were employed. Latent Class Analysis (LCA) was conducted to classify the distinct workload categories. Subsequently, relative mediation analysis was performed to examine the relationships between perceived workload, work engagement, and the mediating roles of challenge and hindrance stress. The data analysis was carried out using Mplus 8.3, SPSS 26.0, and the PROCESS macro (version 3.3).
resultsThe LCA identified five different classes of workload: low, relatively low, average, relatively high, and high, corresponding to different levels of teachers' perceived workload. There was a negative correlation between perceived workload and work engagement. Challenge stress positively mediated this relationship by increasing teachers' work engagement, whereas hindrance stress negatively mediated the relationship by decreasing work engagement.
conclusionThe study reveals a complex interplay between teachers' perceived workload and work engagement, with challenge and hindrance stress acting as mediators. These findings offer insights for developing targeted intervention strategies to improve teacher well-being and performance.
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