Li Jing, Jiang Nana, Li Shuang, Peng Xiaodong, Li Man, Zhang Wei, Kong Lai-Kuan, Ju Soon-Yew
School of Teacher Education, Heze University, Heze, China.
School of Marxism, Heze University, Heze, China.
BMC Psychol. 2025 Jul 25;13(1):766. doi: 10.1186/s40359-025-03039-7.
Teacher well-being in primary and secondary schools is crucial to ensuring sustainable development in the field of education, and it is an important topic that needs attention in the management of primary and secondary schools in China. The leadership style of school administrators plays a key role in enhancing teacher well-being. This study aimed to explore the mechanism of spiritual leadership on teacher well-being and to test the mediating effects of teachers' trust in leaders as well as organizational justice in this relationship.
This study utilized a non-probability purposive sampling method and a web-based questionnaire to survey 311 primary and secondary school teachers in China. In order to validate the research model, this study used Partial Least Squares Structural Equation Modeling (PLS-SEM) and analyzed the collected data using SmartPLS 4.0 software.
It was found that spiritual leadership positively and significantly affected teacher well-being. Teachers' trust in leaders played a positive mediating role between spiritual leadership and teacher well-being. Although spiritual leadership positively and significantly affected organizational justice, organizational justice did not have a significant effect on teacher well-being, and lastly, the mediating effect of organizational justice between spiritual leadership and teacher well-being was not supported. Additionally, the variables of spiritual leadership, teachers' trust in leaders, and organizational justice collectively explained 47.9% of the variance in teacher well-being.
The findings enriched the research on spiritual leadership and teacher well-being and deepened the understanding of the relationship between them. Spiritual leadership should be actively cultivated and promoted in primary and secondary school management practices to enhance teachers' trust in leaders, thereby effectively enhancing teacher well-being in primary and secondary schools.
中小学教师的幸福感对于确保教育领域的可持续发展至关重要，是中国中小学管理中需要关注的重要课题。学校管理者的领导风格在提升教师幸福感方面起着关键作用。本研究旨在探讨精神领导对教师幸福感的作用机制，并检验教师对领导的信任以及组织公正在此关系中的中介作用。
本研究采用非概率立意抽样法，通过网络问卷对中国311名中小学教师进行调查。为验证研究模型，本研究使用偏最小二乘结构方程模型（PLS-SEM），并使用SmartPLS 4.0软件对收集的数据进行分析。
研究发现，精神领导对教师幸福感有正向且显著的影响。教师对领导的信任在精神领导与教师幸福感之间起正向中介作用。虽然精神领导对组织公正有正向且显著的影响，但组织公正对教师幸福感没有显著影响，最后，组织公正在精神领导与教师幸福感之间的中介作用未得到支持。此外，精神领导、教师对领导的信任和组织公正这几个变量共同解释了教师幸福感47.9%的变异。
研究结果丰富了精神领导与教师幸福感的研究，加深了对二者关系的理解。在中小学管理实践中应积极培育和推广精神领导，以增强教师对领导的信任，从而有效提升中小学教师的幸福感。
