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Modelling the contribution of teachers’ perceived school climate to foreign language teaching enjoyment

Author

Listed:
  • Tong Chu

    (Jilin University)

  • Chentian Lv

    (Jilin University)

  • Wanyong Wang

    (Jilin University)

Abstract

The increasing prevalence of language teacher depression and burnout has highlighted the urgent need to examine factors that support educators’ psychological well-being. Given this situation, Foreign Language Teaching Enjoyment (FLTE) has gained recognition as a key protective factor, shedding light on how emotional experiences can help improve teachers’ work performance. Grounded in an ecological perspective, this study focused on the investigation of a crucial influencing factor that shapes FLTE—perceived school climate—among 365 English as a Foreign Language (EFL) teachers in China. Using Structural Equation Modelling (SEM), the research evaluated the differential contributions of three dimensions of school climate: Teacher-Student Relationship, Instructional Innovation, and Decision Making. Findings indicated that both Teacher-Student Relationship and Instructional Innovation were significant predictors of FLTE, with Teacher-Student Relationship demonstrating the strongest predictive power. In contrast, Decision Making was not found to remarkably predict FLTE. These results highlighted the role of immediate, micro-level interactions in shaping teachers’ emotional experiences, while deemphasising the influence of the macro-level institutional factors. This study provided further practical implications to advocate for prioritising teacher-student rapport and innovative pedagogical practices. It also called for effective administrative strategies that can cultivate supportive, emotionally sustainable school environments.

Suggested Citation

  • Tong Chu & Chentian Lv & Wanyong Wang, 2025. "Modelling the contribution of teachers’ perceived school climate to foreign language teaching enjoyment," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-05091-5
    DOI: 10.1057/s41599-025-05091-5
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