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Previous studies have indicated that teacher well-being (TWB) should have substantial benefits for both individuals and organisations. This study explored the relationship between the professional learning community (PLC) and TWB from the perspective of the job demands-resources (JD-R) model. Informed by self-efficacy theory, the present study further investigated whether the PLC-TWB relationship was mediated by teaching self-efficacy (TSE). Survey data were gathered from 844 teachers from 28 schools in one province of southeastern China. The results showed that each of the six PLC components was positively related to teachers’ hedonic and eudaimonic well-being. The association between the PLC and TWB was confirmed to be mediated by TSE. Our study not only highlighted the importance of the PLC on TWB in China, but also provided insights into the mechanism of the PLC-TWB relationship through the lens of TSE. Implications for research and practice were discussed.

Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy