Job burnout, characterized by a range of physiological syndromes emerging in the workplace due to excessive work demands, has garnered attention from scholars and professionals (e.g., Lubbadeh, 2020). Teachers who suffer from burnout commonly exhibit diminished patience and empathy toward their students, decreased enthusiasm regarding teaching effectiveness, and a higher likelihood of leaving the teaching profession (Shen et al., 2015; Skaalvik & Skaalvik, 2020; Wong et al., 2017). Furthermore, research suggests that burnout can result in stress, anxiety, and depression, impacting the mental well-being of teachers (Agyapong et al., 2022). Thus, comprehending job burnout in teachers and implementing tailored interventions may help to mitigate and manage burnout symptoms, increase overall well-being, and enhance the stability of teaching teams (Beames et al., 2023; Samadi, 2020).
Teachers of English as a foreign language (EFL) in China encounter notable physical and emotional strains, notably within the context of an examination-driven pedagogy (Fan et al., 2021). In such scenarios the propensity for job burnout among EFL teachers is notably elevated (Yu & Yu, 2023). Prior research has delved into various psychological and contextual variables influencing burnout among EFL teachers, including self-efficacy, resilience, emotional regulation, time constraints, and disciplinary issues (Khani & Mirzaee, 2015; Li, 2023). Nevertheless, limited research has explored the connection between career-related factors and burnout among EFL teachers.
In the realm of organizational psychology, career plateauing poses a significant challenge for employees, with nearly all staff members encountering this phenomenon at some point during their professional journeys (Abd-Elrhaman et al., 2020). Career plateauing is defined as a sense of frustration that arises when avenues for career progression become limited within an organization (Milliman, 1992). Research has shown that career plateauing serves as a precursor to various adverse work-related outcomes, including diminished engagement, decreased organizational identification, and heightened turnover intentions (Wen & Liu, 2015; K. Yuan et al., 2022).
Kwon (2022) delved into the impact of career plateauing on job burnout amidst the backdrop of the COVID-19 pandemic, revealing a positive association between the two constructs. Their research identified that the remote nature of work necessitated by the pandemic may underlie the stark link between career plateauing and job burnout. As individuals grapple with the challenges of remote work, characterized by increased isolation and limited opportunities for self-enhancement, feelings of anxiety and helplessness may give rise to career plateauing and eventual burnout (Kwon, 2022). As society transitions back to traditional work settings postpandemic, it becomes imperative to delve deeper into the relationship between career plateauing and job burnout.
Moreover, career calling has emerged as a buffering factor against burnout (Zhao et al., 2022), encapsulating the intrinsic drive and enthusiasm individuals harbor toward their professional roles, often fostering a profound sense of purpose and contentment in their careers (Duffy & Sedlacek, 2007). This concept underscores a strong devotion to a specific career domain, which is particularly pertinent in high-stress professions like teaching (Redín & Erro-Garcés, 2020). Within the context of EFL teaching in China, a field undergoing continuous transformations in response to societal shifts, there is mounting pressure on educators to meet evolving expectations (R. Yuan & Zhang, 2017). Against this backdrop, we probed the interplay of career plateauing, career calling, and job burnout among Chinese EFL teachers, with the aim of elucidating whether career calling acts as a mediator in the relationship between career plateauing and job burnout. The research model of this study is illustrated in Figure 1.
Figure 1. Theoretical Model
The Current Study
Career plateauing occurs when employees perceive a lack of opportunities for advancement, growth, or development in their current positions (Milliman, 1992). When teachers reach a career plateau, they may experience a decrease in motivation and engagement with their work (K. Yuan et al., 2022). Faskhodi and Siyyari (2018) found a significant negative correlation between work engagement and burnout among EFL teachers. Moreover, career plateauing can create feelings of job insecurity (Kurji et al., 2023), which can increase teachers’ vulnerability to job burnout (Çetin & Çolak, 2020). Research has also suggested that employees experiencing a career plateau may engage in psychological withdrawal behaviors such as reduced effort at work, absenteeism, or even contemplating leaving the organization (Shakiladevi & Basariya, 2018; Wen & Liu, 2015). These behaviors can contribute to job burnout, as the employee feels disconnected from their work and the organization (Petitta & Vecchione, 2011). Thus, we proposed the following hypothesis:
Hypothesis 1: Career plateauing will be positively related to job burnout.
Career calling is frequently linked to intrinsic motivation, defined as participation in activities for the inherent satisfaction and enjoyment they offer (Duffy & Sedlacek, 2007; Rheinberg & Engeser, 2018). When individuals perceive their work as a calling, they are more inclined to experience a sense of purpose, fulfillment, and significance in their professional capacities. Thus, intrinsic motivation serves as a protective factor against job burnout (Zhao et al., 2022). Those who interpret their work as a calling often demonstrate greater levels of resilience and effective coping mechanisms in dealing with work-related challenges and stressors (Kemsley, 2018; Lesher, 2015). This capacity to adaptively manage job demands can assist in averting the escalation of burnout symptoms (Gong et al., 2021). Within the realm of education, educators who approach their profession with a career calling exhibit a profound sense of meaning and purpose, manifesting a higher willingness to dedicate considerable effort and engagement, hence experiencing diminished role stress and job burnout (Zhao et al., 2022).
Moreover, career plateauing is typified by restricted opportunities for progression or skill enhancement (Milliman, 1992). This dearth of advancement possibilities may impede an individual’s pursuit of their career calling, as they might perceive limitations imposed by their current position, hindering meaningful pursuit of their passions or interests (Dik et al., 2019). Furthermore, career plateauing engenders heightened levels of stress and discontent with one’s professional trajectory (Arora, 2014). These adverse psychological consequences can impede individuals’ ability to engage with their career calling, leading to challenges in maintaining a sense of purpose and enthusiasm in their work (Chandio et al., 2013). Therefore, we anticipated that a misalignment between EFL teachers’ career aspirations and the actuality of their professional growth opportunities due to career plateauing may heighten feelings of burnout in their teaching roles. Thus, we proposed the following hypothesis:
Hypothesis 2: Career calling will mediate the positive relationship between career plateauing and job burnout.
Method
Participants and Procedure
We derived the data utilized in this study from a convenience sample consisting of EFL teachers who participated in a national conference on reforms in English teaching at colleges held in western China. The study received ethical approval from the ethics committee affiliated with Suan Sunandha Rajabhat University, and informed consent was obtained from all participants. To ensure data validity, we instructed participants not to submit partially filled surveys. Of the surveys we received, 17 were removed due to being incomplete and 305 valid responses (94.72%) were included in the final analysis. The demographic characteristics of the sample population are detailed in Table 1.
Table 1. Demographics of Respondents
Note. Age and teaching experience were measured in years.
Measures
Given that the study participants consisted of English teachers who possessed a high level of proficiency in the English language, translation of the items was unnecessary. Consequently, the original versions of the scales were employed in this research. Items were rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Career Plateauing
We measured career plateauing using Wang et al.’s (2014) six-item shortened version of the Career Plateauing Scale developed by Milliman (1992). A sample item is “I have reached a point in my career where I do not expect to move much higher.”
Career Calling
We adopted Dik et al.’s (2012) two-item Brief Calling Scale to measure career calling. A sample item is “I have a good understanding of my calling as it applies to my career.”
Job Burnout
We adopted Wu et al.’s (2019) eight-item scale to measure job burnout. A sample item is “I feel tired when I wake up and have to face the day’s work.”
Results
Correlation Analysis
Table 2 presents the correlations, means, standard deviations, and Cronbach’s alphas for the measures utilized in the study.
Table 2. Means, Standard Deviations, Correlations, and Cronbach’s Alphas
Note. N = 305. Square roots of average variance extracted are shown on the diagonal.
** p < .01.
Reliability and Validity Assessment
We conducted a confirmatory factor analysis to assess the reliability and validity of the model. As displayed in Table 3, the three-factor model exhibited a satisfactory fit to the data and outperformed the single-factor model. Additionally, composite reliability values exceeded .70 and average variance extracted (AVE) values surpassed .50. Furthermore, the square root of AVE for each construct exceeded the correlations between the given construct and those of other constructs. These results confirmed the adequacy of the measures’ validity and reliability.
Table 3. Model Fit Indices
Note. RMSEA = root-mean-square error of approximation; NFI = normed fit index; RFI = relative fit index; TLI = Tucker–Lewis index; CFI = comparative fit index.
a Career plateauing, Career calling, Job burnout; b Career plateauing + Career calling + Job burnout.
Structural Equation Modeling
Subsequently, we constructed a structural equation model to examine the direct and indirect effects of career plateauing and career calling on job burnout. We evaluated the mediating role of career calling using the bootstrapping method, with 5,000 iterations and 95% confidence intervals (CIs). The path coefficient from career plateauing to job burnout was nonsignificant, β = .04, p = .53, 95% CI [–0.10, 0.19]; thus, Hypothesis 1 was not supported.
Negative relationships emerged between career plateauing and career calling, β = –.44, p < .001, 95% CI [–0.56, –0.31], and between career calling and job burnout, β = –.51, p < .001, 95% CI [–0.65, –0.36]. Of particular note, the findings revealed a significant indirect effect of career plateauing on job burnout as mediated by career calling, β = .22, p < .001, 95% CI [0.14, 0.34], supporting Hypothesis 2.
Discussion
The primary objective of this study was to investigate the associations among career plateauing, career calling, and job burnout among Chinese EFL teachers. Analysis of the proposed model revealed significant results. First, although we found a positive correlation between career plateauing and job burnout, which is similar to the findings of Kwon (2022), structural equation modeling analysis did not support the positive link between the two variables. One possible rationale for this observation is the inclusion of career calling as a mediator in the present study. Moreover, Chinese authorities have recently implemented educational policies aiming at enhancing teachers’ welfare, training, and overall job satisfaction (Gong, 2023). Consequently, EFL teachers may now operate within a supportive work environment characterized by appreciation and backing from colleagues and superiors, which could help alleviate the adverse effects of career plateauing on job burnout (Aronsson et al., 2017).
Additionally, we observed that career calling played a crucial role in elucidating the relationship between career plateauing and EFL teachers’ job burnout. Specifically, EFL teachers experiencing career plateauing had low levels of career calling, leading to heightened job burnout. This finding aligns with those of Zhao et al. (2022), emphasizing the significance of career calling in mitigating teachers’ job burnout. The identification of career calling as a mediator in the link between career plateauing and job burnout suggests that career plateauing itself does not directly cause job burnout; rather, teachers facing career plateauing are susceptible to job burnout due to their diminished sense of career calling. These results contribute to a more comprehensive understanding of career plateauing in the context of EFL teaching.
This study also has practical implications. First, educational institutions should facilitate opportunities for EFL teachers to enhance their skills and pursue career advancement to prevent career plateauing. Second, institutions should cultivate a work environment that emphasizes the meaningful aspects of teaching English as a foreign language. Furthermore, it is crucial for educators to have access to career counseling services that can assist them in exploring their passions and interests within the realm of EFL teaching. By taking these practical implications into account, educational institutions can effectively support EFL teachers in sustaining a sense of career calling, overcoming career plateauing, and ultimately mitigating job burnout within their profession.
Limitations and Directions for Future Research
Our use of a cross-sectional investigation approach means we could not establish causality, highlighting the need for future longitudinal studies. The utilization of solely self-report measures in this research suggests the potential presence of bias in the results, underscoring the necessity for forthcoming studies to incorporate diverse data sources, such as interviews, peer evaluations, or student assessments. Furthermore, while this study focused exclusively on the mediating effect of career calling, it is imperative to acknowledge that additional contextual boundary factors, notably the work environment, also play a crucial role in influencing the relationship between career plateauing and job burnout. Future research endeavors could delve into the impact of other boundary factors on the mechanism linking career plateauing to job burnout, thereby enhancing comprehension of the phenomenon of career plateauing. Future research could also consider whether career calling functions as a moderator between career plateauing and job burnout.
References
Abd-Elrhaman, E., Ebraheem, S., & Helal, W. (2020). Career plateau, self-efficacy and job embeddedness as perceived by staff nurses. American Journal of Nursing Research, 8(2), 170–181.
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), Article 10706.
Aronsson, G., Theorell, T., Grape, T., Hammarström, A., Hogstedt, C., Marteinsdottir, I., … Hall, C. (2017). A systematic review including meta-analysis of work environment and burnout symptoms. BMC Public Health, 17, Article 264.
Arora, R. G. (2014). A link between career plateau and job stress: Study through literature survey. ACADEMICIA: An International Multidisciplinary Research Journal, 4(6), 42–49.
Beames, J. R., Spanos, S., Roberts, A., McGillivray, L., Li, S., Newby, J. M., … Werner-Seidler, A. (2023). Intervention programs targeting the mental health, professional burnout, and/or wellbeing of school teachers: Systematic review and meta-analyses. Educational Psychology Review, 35, Article 26.
Çetin, C., & Çolak, M. (2020). Job insecurity and burnout among teachers in Turkey. International Journal of Human Resource Studies, 10(2), 197–219.
Chandio, J. A., Jhatial, A. A., & Mallah, R. (2013). Modelling the relationship of unclear career development with job dissatisfaction, job stress and employees’ turnover intention: Structural equation modelling approach. International Research Journal of Arts & Humanities, 41(41), 57–70.
Dik, B. J., Eldridge, B. M., Steger, M. F., & Duffy, R. D. (2012). Development and validation of the Calling and Vocation Questionnaire (CVQ) and Brief Calling Scale (BCS). Journal of Career Assessment, 20(3), 242–263.
Dik, B. J., Reed, K., Shimizu, A. B., Marsh, D. R., & Morse, J. L. (2019). Career callings and career development. In J. A. Athanasou & H. N. Perera (Eds.), International handbook of career guidance (pp. 185–206). Springer.
Duffy, R. D., & Sedlacek, W. E. (2007). The presence of and search for a calling: Connections to career development. Journal of Vocational Behavior, 70(3), 590–601.
Fan, L., Ma, F., Liu, Y.-M., Liu, T., Guo, L., & Wang, L.-N. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. Frontiers in Education, 5, Article 5722.
Faskhodi, A. A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. The Australian Journal of Teacher Education, 43(1), 78–93.
Gong, Z. (2023, June 30). A teacher’s bones and happiness [In Chinese]. China Education Daily, p. 9.
Gong, Z., Li, C., Jiao, X., & Qu, Q. (2021). Does resilience help in reducing burnout symptoms among Chinese students? A meta-analysis. Frontiers in Psychology, 12, Article 707792.
Kemsley, J. (2018). Job calling and perceived work stress in zookeepers: Problem-focused coping as a mediator (Master’s thesis). Arizona State University.
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Educational Psychology, 35(1), 93–109.
Kurji, S. A., Abdulwahhab, F. L., & Majeed, S. A. (2023). An analytical study of the impact of career plateau on job security at the faculty of administration and economics/Al-Mustansiriya University. International Journal of eBusiness and eGovernment Studies, 15(1), 134–156.
Kwon, J. E. (2022). The impact of career plateau on job burnout in the COVID-19 pandemic: A moderating role of regulatory focus. International Journal of Environmental Research and Public Health, 19(3), Article 1087.
Lesher, J. M. (2015). What organizational leaders may learn from the relationship between vocational calling and resilience (Unpublished doctoral dissertation). Regent University.
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14, Article 1185079.
Lubbadeh, T. (2020). Job burnout: A general literature review. International Review of Management and Marketing, 10(3), 7–15.
Milliman, J. F. (1992). Causes, consequences, and moderating factors of career plateauing (Unpublished doctoral dissertation). University of Southern California.
Petitta, L., & Vecchione, M. (2011). Job burnout, absenteeism, and extra role behaviors. Journal of Workplace Behavioral Health, 26(2), 97–121.
Redín, C. I., & Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, Article 101623.
Rheinberg, F., & Engeser, S. (2018). Intrinsic motivation and flow. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 579–622). Springer.
Samadi, A. (2020). How can support and stability prevent teacher burnout and support teacher retention? School of Education and Leadership Student Capstone Projects, 2020, Article 526.
Shakiladevi, A. R., & Basariya, S. R. (2018). Impact of career plateau on employees attitude and behaviour. International Journal of Civil Engineering and Technology, 9(6), 813–819.
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532.
Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616.
Wang, Y.-H., Hu, C., Hurst, C. S., & Yang, C.-C. (2014). Antecedents and outcomes of career plateaus: The roles of mentoring others and proactive personality. Journal of Vocational Behavior, 85(3), 319–328.
Wen, Y., & Liu, L. (2015). Career plateau and turnover intention in Chinese employees: Career anchor as a moderator. Social Behavior and Personality: An international journal, 43(5), 757–766.
Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83(4), 412–427.
Wu, G., Hu, Z., & Zheng, J. (2019). Role stress, job burnout, and job performance in construction project managers: The moderating role of career calling. International Journal of Environmental Research and Public Health, 16(13), Article 2394.
Yu, Q., & Yu, X. (2023). Job burnout among teachers handling English as a foreign language in China: Review and prospects. Frontiers in Psychology, 14, Article 1202830.
Yuan, K., Qin, Y., & Zhang, K. (2022). Career plateauing and work engagement of university faculty members: The mediating role of organizational identification. Social Behavior and Personality: An international journal, 50(10), Article e11861.
Yuan, R., & Zhang, L. J. (2017). Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142–152.
Zhao, X., Wu, K., Sun, B., & Li, W. (2022). Teacher career calling reduces burnout: The mediation effects of work engagement and psychological capital. Frontiers in Psychology, 13, Article 988467.
Abd-Elrhaman, E., Ebraheem, S., & Helal, W. (2020). Career plateau, self-efficacy and job embeddedness as perceived by staff nurses. American Journal of Nursing Research, 8(2), 170–181.
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), Article 10706.
Aronsson, G., Theorell, T., Grape, T., Hammarström, A., Hogstedt, C., Marteinsdottir, I., … Hall, C. (2017). A systematic review including meta-analysis of work environment and burnout symptoms. BMC Public Health, 17, Article 264.
Arora, R. G. (2014). A link between career plateau and job stress: Study through literature survey. ACADEMICIA: An International Multidisciplinary Research Journal, 4(6), 42–49.
Beames, J. R., Spanos, S., Roberts, A., McGillivray, L., Li, S., Newby, J. M., … Werner-Seidler, A. (2023). Intervention programs targeting the mental health, professional burnout, and/or wellbeing of school teachers: Systematic review and meta-analyses. Educational Psychology Review, 35, Article 26.
Çetin, C., & Çolak, M. (2020). Job insecurity and burnout among teachers in Turkey. International Journal of Human Resource Studies, 10(2), 197–219.
Chandio, J. A., Jhatial, A. A., & Mallah, R. (2013). Modelling the relationship of unclear career development with job dissatisfaction, job stress and employees’ turnover intention: Structural equation modelling approach. International Research Journal of Arts & Humanities, 41(41), 57–70.
Dik, B. J., Eldridge, B. M., Steger, M. F., & Duffy, R. D. (2012). Development and validation of the Calling and Vocation Questionnaire (CVQ) and Brief Calling Scale (BCS). Journal of Career Assessment, 20(3), 242–263.
Dik, B. J., Reed, K., Shimizu, A. B., Marsh, D. R., & Morse, J. L. (2019). Career callings and career development. In J. A. Athanasou & H. N. Perera (Eds.), International handbook of career guidance (pp. 185–206). Springer.
Duffy, R. D., & Sedlacek, W. E. (2007). The presence of and search for a calling: Connections to career development. Journal of Vocational Behavior, 70(3), 590–601.
Fan, L., Ma, F., Liu, Y.-M., Liu, T., Guo, L., & Wang, L.-N. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. Frontiers in Education, 5, Article 5722.
Faskhodi, A. A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. The Australian Journal of Teacher Education, 43(1), 78–93.
Gong, Z. (2023, June 30). A teacher’s bones and happiness [In Chinese]. China Education Daily, p. 9.
Gong, Z., Li, C., Jiao, X., & Qu, Q. (2021). Does resilience help in reducing burnout symptoms among Chinese students? A meta-analysis. Frontiers in Psychology, 12, Article 707792.
Kemsley, J. (2018). Job calling and perceived work stress in zookeepers: Problem-focused coping as a mediator (Master’s thesis). Arizona State University.
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Educational Psychology, 35(1), 93–109.
Kurji, S. A., Abdulwahhab, F. L., & Majeed, S. A. (2023). An analytical study of the impact of career plateau on job security at the faculty of administration and economics/Al-Mustansiriya University. International Journal of eBusiness and eGovernment Studies, 15(1), 134–156.
Kwon, J. E. (2022). The impact of career plateau on job burnout in the COVID-19 pandemic: A moderating role of regulatory focus. International Journal of Environmental Research and Public Health, 19(3), Article 1087.
Lesher, J. M. (2015). What organizational leaders may learn from the relationship between vocational calling and resilience (Unpublished doctoral dissertation). Regent University.
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14, Article 1185079.
Lubbadeh, T. (2020). Job burnout: A general literature review. International Review of Management and Marketing, 10(3), 7–15.
Milliman, J. F. (1992). Causes, consequences, and moderating factors of career plateauing (Unpublished doctoral dissertation). University of Southern California.
Petitta, L., & Vecchione, M. (2011). Job burnout, absenteeism, and extra role behaviors. Journal of Workplace Behavioral Health, 26(2), 97–121.
Redín, C. I., & Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, Article 101623.
Rheinberg, F., & Engeser, S. (2018). Intrinsic motivation and flow. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 579–622). Springer.
Samadi, A. (2020). How can support and stability prevent teacher burnout and support teacher retention? School of Education and Leadership Student Capstone Projects, 2020, Article 526.
Shakiladevi, A. R., & Basariya, S. R. (2018). Impact of career plateau on employees attitude and behaviour. International Journal of Civil Engineering and Technology, 9(6), 813–819.
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532.
Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616.
Wang, Y.-H., Hu, C., Hurst, C. S., & Yang, C.-C. (2014). Antecedents and outcomes of career plateaus: The roles of mentoring others and proactive personality. Journal of Vocational Behavior, 85(3), 319–328.
Wen, Y., & Liu, L. (2015). Career plateau and turnover intention in Chinese employees: Career anchor as a moderator. Social Behavior and Personality: An international journal, 43(5), 757–766.
Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83(4), 412–427.
Wu, G., Hu, Z., & Zheng, J. (2019). Role stress, job burnout, and job performance in construction project managers: The moderating role of career calling. International Journal of Environmental Research and Public Health, 16(13), Article 2394.
Yu, Q., & Yu, X. (2023). Job burnout among teachers handling English as a foreign language in China: Review and prospects. Frontiers in Psychology, 14, Article 1202830.
Yuan, K., Qin, Y., & Zhang, K. (2022). Career plateauing and work engagement of university faculty members: The mediating role of organizational identification. Social Behavior and Personality: An international journal, 50(10), Article e11861.
Yuan, R., & Zhang, L. J. (2017). Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142–152.
Zhao, X., Wu, K., Sun, B., & Li, W. (2022). Teacher career calling reduces burnout: The mediation effects of work engagement and psychological capital. Frontiers in Psychology, 13, Article 988467.