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 16 / 17 81. Zakariya YF. Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. Int J STEM Educ. 2020;7:1–12. 82. Higgins-D’Alessandro A. Dancing up a spiral staircase: Learning how best practices and policies intertwine lifelong moral development with edu- cation. Moral Learning. Routledge. 2016. 135–44. 83. Choi J, Lee JH, Kim B. How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teach Teach Educ. 2019;85:45–57. 84. Hu BY, Li Y, Wang C, Reynolds BL, Wang S. The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. J Educ Adm. 2019;57(6):748–67. 85. Liu H, Yan C, Fu J. Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective. Teach Teach Educ. 2022;111:103620. 86. Bronfenbrenner U. The ecology of human development: experiments by nature and design. Harvard University Press. 1979. 87. Cross DI, Hong JY. An ecological examination of teachers’ emotions in the school context. Teach Teach Educ. 2012;28(7):957–67. 88. Wu X, Liu H. Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme: An ecological perspec- tive. Asia Pac J Educ. 2024;:1–18. 89. Liu H, Duan S, Chu W. Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective. Int J Environ Res Public Health.

2022;20(1):613. https://doi.org/10.3390/ijerph20010613 PMID: 36612932 90. Duan S, Chu W, Liu H. “Seeking Resilience, Sustaining Development”: A Self-Narrative Study of Early Career English Teacher Resilience from an Ecological Perspective. Sustainability. 2023;15(16):12386. https://doi.org/10.3390/su151612386 91. Hosford S, O’Sullivan S. A climate for self-efficacy: The relationship between school climate and teacher efficacy for inclusion. Int J Inclus Educ. 2016;20(6):604–21. 92. Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39–50. 93. Chin WW. The partial least squares approach to structural equation modeling. Modern Methods for Business Research. 1998. 295–336. 94. Tudge JRH, Mokrova I, Hatfield BE, Karnik RB. Uses and Misuses of Bronfenbrenner’s Bioecological Theory of Human Development. J of Family Theo & Revie. 2009;1(4):198–210. https://doi.org/10.1111/j.1756-2589.2009.00026.x 95. Erb CS. The emotional whirlpool of beginning teachers’ work. In: Toronto, Canada; 2002. 96. Huang X, Wang C. Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teach Teach Educ. 2021;103:103363. 97. Flowers N, Mertens SB, Mulhall PF. Four Important Lessons about Teacher Professional Development. Middle School Journal. 2002;33(5):57–61. https://doi.org/10.1080/00940771.2002.11495333 98. Sandholtz JH. Interdisciplinary team teaching as a form of professional development. Teach Educ Q. 2000;39–54.

99. Fredrickson BL, Joiner T. Positive emotions trigger upward spirals toward emotional well-being. Psychol Sci. 2002;13(2):172–5. https://doi. org/10.1111/1467-9280.00431 PMID: 11934003 100. Fredrickson BL, Tugade MM, Waugh CE, Larkin GR. What good are positive emotions in crises? A prospective study of resilience and emo- tions following the terrorist attacks on the United States on September 11th, 2001. J Pers Soc Psychol. 2003;84(2):365–76. https://doi. org/10.1037//0022-3514.84.2.365 PMID: 12585810 101. Fredrickson BL. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. Am Psychol. 2001;56(3):218–26. https://doi.org/10.1037//0003-066x.56.3.218 PMID: 11315248 102. Sarangapani PM. Childhood and Schooling in an Indian Village. Childhood. 2003;10(4):403–18. https://doi.org/10.1177/0907568203104002 103. Franke RH, Hofstede G, Bond MH. Cultural roots of economic performance: A research note. Strategic Management Journal. 1991;12(S1):165–73. 104. Gao Y. Tale of two teachers: Chinese immigrant teachers’ professional identity in US foreign language classrooms. Minneapolis: University of Min- nesota; 2010. 105. Wong MY. Teacher–student power relations as a reflection of multileveled intertwined interactions. Br J Sociol Educ. 2016;37(2):248–67. 106. Jõgi A-L, Aulén A-M, Pakarinen E, Lerkkanen M-K. Teachers’ daily physiological stress and positive affect in relation to their general occupational well-being. Br J Educ Psychol. 2023;93(1):368–85. https://doi.org/10.1111/bjep.12561 PMID: 36336902

107. Chang M-L, Gaines RE, Mosley KC. Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pan- demic. Front Psychol. 2022;13:846290. https://doi.org/10.3389/fpsyg.2022.846290 PMID: 35548551 108. Aubusson P, Burke P, Schuck S, Kearney M, Frischknecht B. Teachers choosing rich tasks: The moderating impact of technology on student learning, enjoyment, and preparation. Educ Res. 2014;43(5):219–29. 109. Setiawan R, Nath K, Cavaliere LPL, Villalba-Condori KO, Arias-Chavez D, Koti K. The impact of teaching innovative strategy on academic perfor- mance in high schools. Petra Christian University. 2021. 110. Bieg S, Dresel M, Goetz T, Nett UE. Teachers’ enthusiasm and humor and its’ lagged relationships with students’ enjoyment and boredom: A latent trait-state-approach. Learn Instr. 2022;81:101579.