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Teacher well-being is a prominent issue in policy and public debates. Those teachers working in private schools deserve concern given concerns about their working environment. Focus of this study: to learn about the level and main characteristics of teacher well-being in private schools and to explore the impact of working environment on their well-being. Methodology: The data were collected via an online questionnaire among 1161 language teachers at 58 China’s private colleges in 22 provinces, and were quantitatively analyzed with SPSS 23.0. Findings: These teachers have an intermediate level of overall well-being. Performance evaluation, student academic foundation, and pressure of research work are the main negative impacting factors; while social support from leaders and colleagues, work autonomy, training and development opportunities, and appraisal feedback guide are key resources enhancing their well-being. Discussions: The impacting factors of working environment on teacher well-being in private schools are unique due to the special scenarios. Implications: The results of this study may apply to similar private schools, suggesting pertinent stakeholders to take targeted measures, to guarantee enough economic input into running school, and to put democratic and professional leadership into practice for promoting teacher well-being in the private education sector.

A quantitative study on the impact of working environment on the well-being of teachers in China’s private colleges