Unpacking the role of school climate factors in fostering teacher enjoyment and self-efficacy in higher education

PLOS One | https://doi.org/10.1371/journal.pone.0329001 August 13, 2025 11 / 17 decision-making—another important aspect of school climate—is not correlated with teachers’ self-efficacy. This echoes Bandura’s argument that empowerment is ineffective unless individuals develop internal efficacy to utilize opportuni- ties [119]. However, empirical studies have presented mixed findings: while Brown found negative correlations between self-efficacy and teachers’ perception of their control over work situations [120], Hemric et al. presented a contrasting viewpoint, arguing teachers who are given autonomy in their roles exhibit greater self-efficacy when compared to those who have very little say in the school policy and development [121]. Furthermore, two global research reviews outlined research findings that convincingly demonstrate the positive impact of teacher autonomy on their self-perceived self- efficacy [122,123]. Therefore, variations exist in teachers’ perceptions of decision-making and self-efficacy. Consequently, further investigation with a larger sample in a similar setting may be necessary to validate this relationship. Lastly, this research failed to confirm the significant relationship between resource adequacy in schools and teachers’ self-efficacy, as evidenced in earlier studies [19,51,52]. Therefore, additional exploration with more extensive samples in a comparable environment could be vital to confirm or refute these relationships. Mediating roles of teacher self-efficacy

In addition to identifying the distinct connections between various aspects of school climate and teacher self-efficacy, this study highlighted the critical mediating role of teacher self-efficacy. To note, we focused on mediation given previous studies supporting school climate’s indirect effect on teacher enjoyment through self-efficacy. While moderation (e.g., self- efficacy as a buffer) was beyond the scope of this study, it warrants further investigation. First, the findings clearly indicated that in schools characterized by a supportive environment for innovation, teachers’ self-efficacy is likely to increase, leading to greater joy in their professional lives [124]. Specifically, at the microsystem level, when teachers engage in productive professional coordination and communication, they build stronger confidence in their instructional capabilities [4,19,112], which in turn enhances their overall teaching enjoyment. Additionally, the imple- mentation of innovative teaching methodologies, when supported by strong teacher self-efficacy, can significantly enhance teacher enjoyment at the mesosystem level. This finding aligns with Pekrun’s control-value theory of achievement emo- tions, which posited that teachers who possess a growth mindset perceive their teaching ability as an aspect they can influence and enhance through dedicated effort, leading to higher control appraisals and, consequently, higher levels of positive emotions contrasted with individuals holding a fixed mindset [125]. Conclusion and implications

Teachers’ enjoyment and self-efficacy deserve attention from researchers, administrators, and policymakers as well, espe- cially considering teachers’ high attrition and turnover rates worldwide [126,127]. Drawing on Bronfenbrenner’s ecological systems theory, this study examined the relationships between environmental factors (i.e., school climate) and personal factors (i.e., enjoyment and self-efficacy) among college teachers. The results first uncovered how various school climate factors contributed to teachers’ variance in enjoyment and self-efficacy. Specifically, teacher collaboration and instructional innovation were confirmed to positively influence teacher self-efficacy, while collaboration, school resources, instructional innovation, and decision-making were linked to increased teacher enjoyment. The results further highlighted the mediating role of self-efficacy in the relationship between innovative and collaborative school climate and teacher enjoyment. The- oretically, the study enriches our understanding of the complex interplay between contextual and psychological factors. Practically, the findings offer valuable insights for educators, school leaders, and policymakers within China specifically and more broadly in all educational contexts. First, it is crucial for colleges to foster a school climate centered on collaboration, where staff members help and sup- port one another, in that collaborative activities that facilitate opportunities for teachers to work together and support one

another can help enhance both teacher self-efficacy and enjoyment. Mentorship programs can be created by schools that match experienced educators with novice teachers, offering them guidance, support, and insights, helping new teachers