Wang ZQ, Hong SY, Jia ZX, Ma SS, Wang QL, Wang WJ. Influence of work-family facilitation on work engagement among physical education teachers. World J Psychiatry 2025; 15(7): 106613 [DOI: 10.5498/wjp.v15.i7.106613]
Corresponding Author of This Article
Qing-Lu Wang, Professor, Graduate School of Education and College of Sport and Health, Shandong Sport University, No. 10600 Century Avenue, Licheng District, Jinan 250102, Shandong Province, China. wangqinglu@sdpei.edu.cn
Research Domain of This Article
Psychology, Educational
Article-Type of This Article
Observational Study
Open-Access Policy of This Article
This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
Zi-Qi Wang, Si-Yu Hong, Zi-Xuan Jia, Sha-Sha Ma, Graduate School of Education, Shandong Sport University, Jinan 250102, Shandong Province, China
Qing-Lu Wang, Graduate School of Education and College of Sport and Health, Shandong Sport University, Jinan 250102, Shandong Province, China
Wen-Jun Wang, Department of General Education, Shandong First Medical University, Tai’an 271016, Shandong Province, China
Co-corresponding authors: Qing-Lu Wang and Wen-Jun Wang.
Author contributions: Wang ZQ designed the research and drafted the manuscript; Wang ZQ, Jia ZX, and Wang WJ conducted the literature review and collected the data; Wang ZQ and Jia ZX performed statistical analysis; Hong SY assisted in questionnaire design, literature sorting, and manuscript revision; Ma SS contributed to data collection, preliminary analysis, and manuscript formatting; Wang QL supervised the entire study, provided critical revisions, and served as the first corresponding author; Wang QL and Wang WJ contributed equally as co-corresponding author; all authors have read and approved the final version of the manuscript.
Institutional review board statement: This study was approved by Shandong Sport University Sports Science Ethics Committee (No. 2023029).
Informed consent statement: All study participants or their legal guardian provided informed written consent prior to study enrollment.
Conflict-of-interest statement: The authors report no relevant conflicts of interest for this article.
STROBE statement: The authors have read the STROBE Statement-checklist of items, and the manuscript was prepared and revised according to the STROBE Statement-checklist of items.
Data sharing statement: Technical appendix, statistical code, and dataset are available from the corresponding author at wangqinglu@sdpei.edu.cn. Participants gave informed consent for data sharing, and all data have been anonymized to minimize any risk of identification.
Open Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: https://creativecommons.org/Licenses/by-nc/4.0/
Corresponding author: Qing-Lu Wang, Professor, Graduate School of Education and College of Sport and Health, Shandong Sport University, No. 10600 Century Avenue, Licheng District, Jinan 250102, Shandong Province, China. wangqinglu@sdpei.edu.cn
Received: March 4, 2025 Revised: March 30, 2025 Accepted: May 30, 2025 Published online: July 19, 2025 Processing time: 129 Days and 17.9 Hours
Abstract
BACKGROUND
Enhancing work engagement among physical education (PE) teachers is crucial for building a strong sports nation and fostering educational advancement. However, PE teachers frequently experience conflicts between work and family roles, significantly impacting their professional involvement. The concept of work-family facilitation, highlighting mutual facilitation between work and family domains, has considerable theoretical and practical significance but remains underexplored in this context. This study integrates ecosystem theory, spillover theory, social exchange theory, and two-factor theory to systematically explore the mechanism through which work-family facilitation influences work engagement. Specifically, it investigates the roles of psychological resilience and job satisfaction in this relationship, providing a novel theoretical perspective and empirical evidence.
AIM
To systematically explore the mechanism through which work-family facilitation influences work engagement among PE teachers.
METHODS
A cross-sectional questionnaire survey was conducted among 436 PE teachers. Structural equation modeling was used to examine relationships among variables and assess mediating effects.
RESULTS
Work-family facilitation positively correlated with psychological resilience, job satisfaction, and work engagement (r = 0.323-0.705, P < 0.001). Psychological resilience and job satisfaction fully mediated the relationship between work-family facilitation and work engagement, demonstrating a significant chain mediation effect.
CONCLUSION
This study confirms that promoting work-family facilitation enhances psychological resilience and job satisfaction, thereby significantly boosting work engagement among PE teachers. These findings underline the importance of targeted interventions to enhance work-family resources, psychological resilience, and job satisfaction, contributing to theoretical advancements and practical implications for educational management.
Core Tip: This study investigates how work-family facilitation affects work engagement among physical education teachers. Drawing upon ecological systems theory and social exchange theory, it introduces psychological resilience and job satisfaction as key mediators. Using structural equation modeling on data from 436 physical education teachers, results reveal a full chain mediation effect. Our findings provide novel insights into how positive work-family dynamics foster teacher engagement, offering theoretical and practical implications for educational policy and mental health support.
