AUTHOR=Zhang Xu , Li Suqi , Wang Shuwen , Xu Jinlei 

TITLE=Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being

JOURNAL=Frontiers in Public Health

VOLUME=Volume 10 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/public-health/articles/10.3389/fpubh.2022.978094

DOI=10.3389/fpubh.2022.978094

ISSN=2296-2565

ABSTRACT=Background:  In online teaching contexts, the question of what factors affect college teachers’ online teaching anxiety is worth exploring to help reduce their online teaching anxiety. In this study, we conducted a survey of college teachers to develop a model of job environment (job demands and job resources), subjective well-being, and online teaching anxiety, and to explore the influences of job environment and subjective well-being on their online teaching anxiety, as well as the mediating effects of subjective well-being between job environments and online teaching anxiety.
Method: Of the 1,060 college teachers who participated, 524 were male (49.4%) and 536 were female (50.6%). An online questionnaire was sent to the teachers in January, 2022. Online teaching anxiety, subjective well-being, and job environment scales were adapted and developed. Descriptive analysis, reliability and validity analysis, and structural equation modelling were used to analyse the collected data. 
Results: The study model showed an adequate fit (2 = 440.983, RMSEA = 0.070, GFI = 0.942, AGFI = 0.914, NFI = 0.949, and CFI = 0.956), confirming the relationships of job demands and online teaching anxiety (β = 0.310, p < 0.001), job resources and online teaching anxiety (β = -0.086, p < 0.01), job demands and subjective well-being (β = -0.411, p < 0.001), job resources and subjective well-being (β = 0.204, p < 0.001), and subjective well-being and online teaching anxiety (β = -0.435, p < 0.001). Meanwhile, the results also proved the effects of the mediating role of subjective well-being between job demands (95% CI= [-0.138, -0.225]), job resources (95%CI = [-0.119, -0.064]), and online teaching anxiety. The model accounted for 33.8% (f2 =.401) of online teaching anxiety.
Conclusion: The results of this study indicated that it is important to reduce job demands and increase job resources to alleviate college teachers’ online teaching anxiety to maintain good mental health; while maintaining a high level of college teachers’ subjective well-being is also helpful for promoting their work performance. Furthermore, the indirect effects of job demands and job resources on online teaching anxiety mediated by college teachers’ subjective well-being were also significant.