The Mediating Role of Teachers' Perceptions of Technology-Enhanced Activities and Their Personal Traits on Teachers' Emotions and Their Psychological Well-Being

Abstract

This study investigates the mediating role of teachers' perceptions of technology-enhanced activities and personal traits on the relationship between teachers' emotions and psychological well-being. Data were collected over a month from 508 voluntary participants, particularly among EFL teachers in China. Participants completed a series of validated questionnaires, including the technology-enhanced activities questionnaire, cognitive emotion regulation questionnaire, big five personality traits assessment and psychological well-being questionnaire. Descriptive statistics, correlation and regression analyses through AMOS software were utilised to explore the interrelationships among these variables. Findings indicate that positive perceptions of technology significantly mitigate stress and burnout, especially in teachers characterised by traits such as openness and agreeableness. The study suggests that fostering positive attitudes toward technology and developing supportive personality traits can buffer negative emotions and improve teachers' emotional regulation and overall psychological health, thereby informing EFL teacher training and development strategies.