Learning agility as a mediator between job involvement, professional identity, and job satisfaction among Chinese primary and secondary school teachers.

This study examines learning agility as a mediator between job involvement, professional identity, and job satisfaction among Chinese primary and secondary school teachers. A total of 402 teachers participated in the study. A structural equation model (SEM) is employed to analyze the complex relationships between these variables. The findings provide valuable insights into factors contributing to a positive and sustainable teaching experience in the Chinese educational context. The results demonstrate positive relationships between job involvement and job satisfaction, as well as between professional identity and job satisfaction. More importantly, the study reveals that learning agility acts as a mediating factor in these relationships. Teachers with high job involvement and a well-established professional identity are more likely to develop learning agility, which ultimately translates into greater job satisfaction. These findings highlight the importance of fostering intrinsic motivation, a sense of purpose, and a growth mindset among primary and secondary school educators to cultivate a more fulfilling and rewarding teaching experience.