Unpacking teacher emotions and well-being within Chinese sociocultural context

Chinese sociocultural factors, deeply rooted in tradition, societal structures, and modern transformations, significantly shape individuals’ behaviors, values, and interactions within society. In the educational context, these factors also influence how teachers navigate not only their professional roles but also their emotions and well-being. This study employs Asia as Method as a methodological framework to explore how Chinese social culture shapes teachers’ job demands and resources, which in turn influence their emotions and well-being. Through a narrative inquiry with two Chinese teachers, the study reveals that teacher emotions and well-being (TEW) are shaped by both external relationships with schools, students, and parents, as well as internal relationships with the self. The findings highlight a complex interplay between external social expectations and internal personal fulfillment, emphasizing the need to balance these dynamics to support teachers’ overall well-being. Finally, the study introduces a balance model, offering a nuanced understanding of TEW in contemporary education. By reconceptualizing TEW within a Chinese sociocultural lens, this study also demonstrates how Asia as Method enriches broader discussions on TEW in educational contexts.