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

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PLOS One | https://doi.org/10.1371/journal.pone.0329001 August 13, 2025 13 / 17 Methodology: Xiaoyi Bing, Jianqiao Cai. Project administration: Jianqiao Cai. Software: Xiaoyi Bing. Supervision: Jianqiao Cai. Writing – original draft: Xiaoyi Bing. Writing – review & editing: Jianqiao Cai. References 1. Sutton RE, Wheatley KF. Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychologist Review. 2003;15:327–58. https://doi.org/10.1023/A:1023950205877 2. Dreer B. Teacher well-being: Investigating the contributions of school climate and job crafting. Cogent Education. 2022;9(1). https://doi.org/10.1080 /2331186x.2022.2044583 3. Burić I, Frenzel AC. Teacher anger: New empirical insights using a multi-method approach. Teaching and Teacher Education. 2019;86:102895. https://doi.org/10.1016/j.tate.2019.102895 4. Collie RJ, Shapka JD, Perry NE. School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology. 2012;104(4):1189–204. https://doi.org/10.1037/a0029356 5. Saloviita T, Pakarinen E. Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education. 2021;97:103221. https://doi.org/10.1016/j.tate.2020.103221 6. Klassen RM, Chiu MM. Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Edu- cational Psychology. 2010;102(3):741–56. https://doi.org/10.1037/a0019237

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