The Role of Job Fit, Job Stress, and Teaching Self-Efficacy in Teacher Well-Being During the Implementation of a New Curriculum

New curriculum implementation changes the teaching ecology. To promote the effect of the implementation, it is necessary to understand teachers’ psychological reaction. Thus, this study explored the correlates between elementary teachers’ perceptions of increasing job stress, teaching job fit, and well-being in their teaching work when implementing a new curriculum. Based on job demand-resource theory, a research model was designed and a questionnaire survey was administered, with 199 valid responses collected for structural equation modeling. Findings revealed that teacher self-efficacy (TSE) was positively related to person-job fit, but had a negative relationship with job stress. Teacher well-being was positively predicted by person-job fit, but was negatively predicted by job stress. Moreover, TSE positively predicted teachers’ sense of well-being. Results imply that when implementing a new educational policy, it is important to consider elementary school teachers’ TSE and well-being to ensure successful implementation.