The Mediating Role of Work Anxiety in the Relationship Between Academic Press and Well-Being: A Conceptual Paper on Middle School Teachers in Sichuan

Abstract

This conceptual paper investigates the mediating role of work-related anxiety in the relationship between academic pressure and well-being among middle school teachers in Sichuan. Rising educational demands have heightened academic stress for teachers, potentially impacting their mental health and overall life satisfaction. This study proposes a conceptual model in which work anxiety serves as a critical mediator linking academic demands to teacher well-being. Existing literature suggests that excessive academic demands can lead to emotional exhaustion and occupational stress, ultimately diminishing life satisfaction. The proposed model integrates constructs from occupational health psychology and educational research to provide a comprehensive framework for understanding this process. Findings underscore the importance of institutional-level interventions aimed at mitigating sources of academic pressure and addressing their psychological consequences. Practical recommendations include implementing targeted support systems to alleviate work-related anxiety and enhance teacher resilience. This study contributes to the understanding of psychosocial mechanisms underlying educator well-being in high-pressure academic environments and offers insights for policy-making and school leadership. Future research should empirically validate this conceptual model across diverse educational contexts.