ArticleFrontiers in psychology2026
A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Grounded in the Job Demands-Resources (JD-R) model, this study investigates the relationships between teacher authenticity, professional identity, psychological capital (PsyCap), and work engagement within mainland China's educational system, focusing on K-12 teachers ( Methods: Employing an explanatory sequential mixed-methods design, the quantitative phase utilized structural equation modeling (SEM) to test a hypothesized mediation model. A subsequent qualitative phase ( Results: Quantitative findings demonstrated that authenticity and professional identity significantly predict work engagement, both directly and indirectly through PsyCap, which emerged as a robust mediator (authenticity total effect Discussion: These results suggest that while authenticity and identity are vital personal resources, their efficacy in driving engagement is moderated by the institutional context. The study offers nuanced implications for fostering teacher well-being within high-stakes educational environments.
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