A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis

Abstract

Introduction Grounded in the Job Demands-Resources (JD-R) model, this study investigates the relationships between teacher authenticity, professional identity, psychological capital (PsyCap), and work engagement within mainland China’s educational system, focusing on K-12 teachers (N = 627) navigating high-stakes testing environments. Methods Employing an explanatory sequential mixed-methods design, the quantitative phase utilized structural equation modeling (SEM) to test a hypothesized mediation model. A subsequent qualitative phase (N = 26) involved thematic analysis to corroborate findings and holistic critical case analysis to explain quantitative outliers or “deviant” cases. Results Quantitative findings demonstrated that authenticity and professional identity significantly predict work engagement, both directly and indirectly through PsyCap, which emerged as a robust mediator (authenticity total effect β = 0.390, p < 0.001; professional identity total effect β = 0.485, p < 0.001). While thematic analysis corroborated these patterns, the critical case analysis revealed that these positive relationships are contingent upon organizational alignment and career stage. Discussion These results suggest that while authenticity and identity are vital personal resources, their efficacy in driving engagement is moderated by the institutional context. The study offers nuanced implications for fostering teacher well-being within high-stakes educational environments.