Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers’ well-being

Introduction This study examines the relationship between teacher growth mindset, mindfulness, grit, and well-being, with a particular emphasis on mediating role of grit. Methods The involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures occupational well-being. Structural equation modeling was employed to analyze data investigate proposed relationships. Results findings reveal several important Firstly, both mindset grit exhibit direct positive influence Secondly, acts mediator in connection mindfulness suggests that impact well-being is, part, explained by presence Discussion These significantly contribute our comprehension factors influencing They underscore importance cultivating educational contexts. Moreover, implications these for training support programs are discussed.