Cultural foundations of teacher occupational health: the impact of confucian work dynamism on burnout through grit among Chinese teachers

Abstract

Background

Previous research predominantly focused on burnout’s proximal antecedents, with less known about distant influences such as cultural values. Confucian values, integral to Chinese culture, advocate for diligence and long-term commitment, potentially safeguarding against burnout by enhancing resilience and a robust work ethic. This study aims to examine the impact of Confucian Work Dynamism on teacher burnout through two facets of grit, which encompasses interest consistency and perseverance of effort.

Method

Utilizing a cross-sectional survey, 304 valid responses were collected from primary and secondary school teachers in China. The study employed descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM) for data analysis.

Results

Findings indicate a positive correlation between Confucian Work Dynamism and the perseverance of effort facet of Grit, while no significant correlation was found with interest consistency. Both facets of Grit were negatively associated with burnout, with perseverance of effort mediating the relationship between Confucian Work Dynamism and burnout.

Conclusion

Confucian Work Dynamism, particularly through perseverance of effort, serves as a protective factor against burnout. This study highlights the importance of cultural values in occupational well-being and suggests that interventions in collectivist cultures should continue to encourage a high level of persistence of effort while promoting greater consistency of interests.

Introduction

Chinese teachers make up one of the largest teaching groups globally, with nearly 1.6 million educators [1], and currently face high levels of occupational burnout. A nationwide survey indicates that nearly 30% of Chinese teachers report severe burnout—an alarming rate that ranks second globally and significantly exceeds the global average, with an average score of 54.75 compared to the global average of 38.29 [2]. Educational reforms in China have heightened demands on teachers by increasing responsibilities and raising assessment standards. The growing emphasis on student test scores has further restricted teachers’ autonomy and creativity, raising burnout risks [3]. Occupational burnout—which includes emotional exhaustion, depersonalization, and diminished personal accomplishment—poses serious risks to teachers’ mental health and instructional quality. Studies link burnout with negative impacts on teachers’ physical and mental health, reduced work efficiency, and increased job turnover. Given the prevalence and adverse impact of burnout among Chinese teachers, exploring its antecedents is crucial for developing targeted interventions. Prior studies have mainly focused on the detrimental effects of job demands within the proximal environment (e.g., pressures from students’ test scores, role responsibilities, and workload) [4] or the protective role of job resources (e.g., social support) [5, 6]. To date, however, no research has examined how more distal sociocultural factors may influence burnout [7].

In Chinese culture, teachers always have the image of devoting themselves to teaching wholeheartedly without complaint and tiredness. To a large extent, it can be attributed to Chinese teachers viewing Confucius’ maxim “hui ren bu juan” (teaching others tirelessly) as the standard of being a qualified teacher [8]. This ethos, deeply rooted in Confucian Work Dynamism, emphasizes persistence, diligence, ordering relationships by status, and a sense of shame, reflecting the core values of Chinese society [9]. Recognized as one of the most representative indigenous values of Chinese culture [10], Confucian Work Dynamism has been identified to foster self-enhancement [11], work satisfaction [12], and the economic success of several East Asian societies [9, 13]. Despite its potential as a buffer against burnout, whether and how Confucian Work Dynamism impacts burnout remains insufficiently explored.

Cultural psychological perspectives suggest that culture profoundly influences individual emotions, attitudes, perceptions, and cognitive schemas, shaping personality traits to align with the cultural environment through learning, internalization, and adaptation [14, 15]. These personalities subsequently shape behaviors, social interactions, and coping mechanisms, impacting their psychological and physical health. Confucian Work Dynamism refers to the long-term, positive dynamic and future orientation [9], closely aligning with the concept of grit, defined as the perseverance of effort and consistency of interest toward long-term goals [16]. Grit has been shown to be a protective factor against mental health issues [17]. Theoretically, this prompts an examination of the mediating role of grit between Confucian Work Dynamism and burnout.

Therefore, this research was designed to answer the following questions: (1) How does Confucian Work Dynamism influence Chinese teachers’ two facets of grit and burnout? (2) Do two facets of grit mediate the relationship between Confucian Work Dynamism and burnout?

Confucian work dynamism as an antecedent to burnout

In studying cultural diversity, Hofstede proposed a framework to analyze and compare cultural differences across nations, initially identifying four dimensions: power distance (acceptance of unequal power distribution), individualism vs. collectivism (prioritizing independence or group cohesion), masculinity vs. femininity (emphasis on competition versus cooperation), and uncertainty avoidance (comfort with ambiguity) [18]. However, Hofsted’s model primarily reflects Western cultural concepts [9]. Recognizing that Western-centric models may not fully encapsulate non-Western cultural values, Bond and colleagues developed the “Chinese Value Survey” to capture East Asian cultural principles more accurately. Their research highlighted dimensions similar to Hofstede’s four, with the addition of an Eastern-centric dimension termed “Confucian Work Dynamism” [9].

Previous research has shown that Confucian Work Dynamism fosters self-enhancement [11], work satisfaction [12], and the economic success of China, Japan, Taiwan, Hong Kong, and Singapore [9, 13]. These individuals who are high in Confucian work dynamism would (a) adhere to the pursuit of whatever goals they select for themselves, (b) meet their commitment to doing their duty in society to order relationships by status and observe the order, (c) prioritize saving and reinvestment for economic stability, and (d) align their actions with societal and ethical standards through self-reflection and improvement [9, 19].

Confucian Work Dynamism is also suggested to reduce susceptibility to job burnout by fostering a sense of purpose and goal orientation, which enhances work identity and accomplishment [20]. The emphasis on ordering relationships by status may create a structured work environment, reducing burnout related to role ambiguity and interpersonal conflicts by clarifying expectations and responsibilities [21]. The principle of thrift, focusing on saving and reinvestment, can alleviate job-related anxiety concerning economic stability [22]. Furthermore, the value of “having a sense of shame” promotes personal integrity and resilience in the face of work-related challenges, contributing to well-being and balance [23].

Additionally, the core principles of Confucian Work Dynamism, particularly its long-term orientation, suggest a strategic approach toward work that emphasizes sustained effort and resilience in anticipation of future rewards [24]. The long-term orientation may reduce the impact of immediate job pressures, weakening the direct link between work demands and burnout. Empirical research on occupational well-being supports the positive effects of Confucian Work Dynamism on organizational well-being, job satisfaction, and commitment, underscoring its potential to alleviate burnout [25,26,27]. Accordingly, we hypothesize the following:

Hypothesis 1

Confucian Work Dynamism is negatively related to burnout.

Grit as a mediator between Confucian work dynamism and burnout

Grit is defined as “sustained passion and perseverance toward long-term goals”, and comprises two dimensions: consistency of interest (maintaining stable interests and goals over time) and perseverance of effort (continuing to work hard despite challenges) [16]. While grit is often measured as a higher-order construct (i.e., an overall grit score), this approach has received criticism for potentially reducing its predictive power in performance outcomes [28]. Cross-cultural research suggests that using an overall grit score is more suitable in individualistic cultures than in collectivist ones [29]. Thus, this study operationalizes grit by focusing on its two distinct first-order factors: consistency of interest and perseverance of effort. Evidence increasingly shows that grit relates to various well-being indicators, such as lower depression and anxiety, greater life meaning, and reduced suicide risk [30, 31]. This suggests that grit may play a protective role against burnout among teachers by helping them manage the enduring demands and unique challenges of educational work.

Debates on predictive validity of grit

There is an ongoing debate about grit’s predictive validity, especially due to its overlap with traits like conscientiousness, primarily in the perseverance of effort dimension [32, 33]. While conscientiousness broadly encompasses responsibility and self-discipline, grit’s consistency of interest dimension focuses more on long-term interest maintenance rather than a broad sense of responsibility or self-discipline, showing a weaker association with conscientiousness [34]. This long-term passion is particularly relevant for teachers, who often face ongoing challenges and a high risk of burnout. Consistency of interest may serve as a stabilizing factor, enabling teachers to remain invested in their professional roles over extended periods, and fostering resilience against burnout.

Grit is also closely related to, yet distinct from, constructs such as commitment, passion, and motivation. Grit refers to a personality trait to exhibit passion, motivation, and perseverance for achieving long-term goals [16], while commitment focuses on dedication and sustained focus on specific goals [35]. Passion often reflects a shorter-term emotional drive, whereas grit embodies sustained commitment over time [36]. Similarly, motivation is concerned with the initial drive to act, while grit centers on continuous effort throughout the process of goal attainment [37, 38]. Consequently, grit demonstrates unique predictive potential, particularly in contexts involving long-term goals, such as educational and career development [39].

Confucian work dynamism and grit

Within the framework of cultural psychology, it’s recognized that the personalities of individuals are profoundly influenced by their cultural contexts. These personalities emerge through adaptation, internalization, and the learning of social norms and values [40]. While direct research linking Confucian values with the motivational personality of grit is sparse, the comprehensive set of values underpinning Confucian Work Dynamism provides a strong theoretical basis for exploring this potential relationship.

Individuals high in Confucian Work Dynamism are likely to demonstrate consistency in their goals due to the emphasis on long-term planning, commitment, and responsibility [41, 42]. Confucian values encourage individuals to pursue goals that align with social expectations and their personal roles within society [43], leading to a deep-rooted sense of purpose. As they select goals, these individuals are motivated by societal duty and ethical standards [44, 45], promoting consistency in their interests over time. This long-term orientation discourages frequent changes in direction, as they value the pursuit of goals that benefit themselves and society in the long run.

Confucian Work Dynamism’s focus on commitment to duty, self-improvement, and resilience in the face of obstacles encourages individuals to persevere [19]. The ethical emphasis on fulfilling societal roles instills a sense of responsibility to persist, especially in the face of challenges. Additionally, the value of self-reflection promotes continuous improvement, making individuals more resilient and less likely to give up [44, 45]. This persistence is further reinforced by a cultural emphasis on reinvestment and saving for future stability an attitude of long-term and a mindset that transcends immediate gratification [46], suggesting that efforts are not only sustained but also compounded over time, with the goal of future success and stability.

Empirical research supports the notion that cultural values influence motivational constructs. For example, S. Zhang et al. [47] demonstrated that Confucian Work Dynamism positively correlates with hard work, internal motivation, and an appreciation for work itself—qualities intimately linked to the construct of grit. Drawing from these theoretical and empirical underpinnings, it is evident that individuals influenced by Confucian values are likely to exhibit greater pragmatism, a willingness to delay gratification, and a strong commitment to societal roles and duties [9, 48], all of which are conducive to the development and expression of grit.

Therefore, grounded in the preceding discussion and bolstered by both theoretical and empirical evidence, the present study proposed the following hypotheses:

Hypothesis 2a

Confucian Work Dynamism would be positively associated with consistency of interest.

Hypothesis 2b

Confucian Work Dynamism would be positively associated with perseverance of effort.

Grit and burnout

When integrating grit with burnout, the cognitive mediation theory of emotions provides a strong theoretical link. The theory views appraisals and evaluations (often automatic and non-conscious) as the basis for emotional response. Specifically, an event elicits an initial evaluation in a positive or negative way which generates emotions. Individuals with hope, optimism, efficacy, and resilience may be more likely to interpret events in a positive way and thus experience positive feelings [49]. Positive emotions are in turn likely to broaden individuals’ momentary thought-action repertoires and build their enduring personal resources confronting the challenge in the workplace [50]. The protective effect of positive psychology (resilience, self-resilience, and emotional regulation) on mental health has been recognized by many researchers [51]. As a positive personality [52], grit could also have protective effects against adverse mental health outcomes.

Grit is future-oriented, and strengthens one’s ability to maintain a similar array of interests over years and to sustain one’s efforts in spite of adversity [16]. Gritty people are likely to be less prone to adverse mental health outcomes, due to their propensity to experience obstacles and failures in a positive way [53]. Many empirical studies have proved that grit can serve as a protective factor against the chronic medical condition of college students in the United States [17], depression of Chinese emerging adults [54], and suicide of college students from different countries [31]. Grit has also been proved to negatively predict job burnout by many studies, but these studies mainly focus on medical staff [55]. Since both teachers and medical staff are included in human services employees at high risk of burnout [56], we suggest that two facets of grit have a protective role in teacher burnout. Consequently, we advanced the following hypotheses:

Hypothesis 3a

Consistency of interest would be inversely related to burnout.

Hypothesis 3b

Perseverance of effort would be inversely related to burnout.

Adopting a cultural-psychological framework, it is posited that psychological traits are embedded within cultural contexts [57], indicating that characteristics such as grit are developed through engagement with cultural norms, practices, and values. Within this context, Confucian Work Dynamism, which prioritizes long-term objectives, a hierarchical social structure, and moral integrity, creates an ideal environment for the cultivation of grit. This aligns with the perspective that cultural settings offer crucial support for the assimilation of values and practices that promote persistence and a dedication to long-term goals, essential elements of grit. These aspects of grit, which include a focus on future outcomes and resilience amidst challenges, are theorized to shield individuals from burnout by promoting positive psychological reactions to occupational stress [49].

Informed by the cultural-psychological framework and cognitive mediation theory, and bolstered by empirical evidence demonstrating grit’s role in alleviating psychological distress, this study proposes the following hypotheses. These hypotheses aim to explore the mediating effects of grit’s components on the relationship between Confucian Work Dynamism and burnout, particularly among educators who are at a higher risk of experiencing burnout:

Hypothesis 4a

Consistency of interest would mediate the relationship between Confucian Work Dynamism and burnout.

Hypothesis 4b

Perseverance of effort would mediate the relationship between Confucian Work Dynamism and burnout.

Methodology

Participants and procedures

Participants were recruited from primary and secondary school teachers in central and eastern areas of China. Each invitation included a concise description of the study’s purpose and an assurance of confidentiality and anonymity for all respondents. An embedded link directed potential participants to an online questionnaire hosted on a secure platform. Before commencing the survey, participants were provided with an informed consent form detailing their rights, the voluntary nature of their participation, and the use of data for research purposes only. This study received ethical approval from the ethics committee of Shanghai Normal University, ensuring compliance with ethical standards in research involving human subjects.

In this study, 304 valid questionnaires were collected from primary and secondary school teachers, with an effective response rate of 96.82%. Around 67.43% of participants (N = 205) were from primary schools, 21.05% from middle schools (N = 64), and 11.51% from high schools (N = 35). The gender distribution was approximately equal with 79.61% female teachers (N = 242) and 20.39% male teachers (N = 62). Overall, 57.24% of the teachers (N = 174) were under 30 years old, 20.07% of the teachers (N = 61) were between 30 and 40 years old, 14.80% (N = 45) between 41 and 50 years old and 7.89% (N = 24) were over 50 years of age. 89.47% of teachers (N = 272) received undergraduate education and above.

Measures

The Burnout Inventory. Li & Shi [58] revised the international burnout scale to reflect the social and cultural background of China through surveys and interviews. This scale demonstrates good reliability and validity among Chinese teachers, with internal consistency coefficients of 0.90, 0.75, and 0.83 for its three dimensions [59, 60]. The scale assesses three aspects of burnout: emotional exhaustion (e.g., “I feel emotionally drained from my work”), cynicism (e.g., “I doubt the significance of my work”), and reduced accomplishment (e.g., “In my opinion, I am good at my job”). Participants were asked to respond to each of the questions using a 5-point Likert scale which ranged from 1(never or very rarely true) to 5 (very often or always true). The internal consistency coefficients of the three dimensions were 0.91, 0.90, and 0.89, respectively.

The Short Grit Scale. The 8-item grit scale included two subscales: the first, consistency of interest, which measures the individual’s ability to maintain interest over time [61]. The subscale included reverse-scored items such as, “New ideas and new projects sometimes distract me from previous ones”, and “My interest changes from year to year”. The second subscale, perseverance of effort, assessed characteristics related to perseverance with items like “I’m diligent”, “I finish whatever I begin”, and “I am a hard worker”. Both subscales demonstrate good reliability and validity within the Chinese population; Cronbach’s alpha for consistency of interest and perseverance of effort were 0.77 and 0.78, respectively [54]. These statements were rated from never (1) to always (5). Within the current study, both interest (α = 0.78) and effort (α = 0.80) had acceptable internal consistency.

Confucian Work Dynamism. It was measured with items taken from the Chinese Culture Connection’ study [10]. Higher scores on this scale indicate that the individual has more strongly adopted Confucian principles. The scale includes four items (persistence, ordering relationships, thrift, and having a sense of shame) related to Hofstede’s long-term orientation of Confucian Dynamism. The scale shows good reliability and validity among the Chinese population; the internal consistency coefficient of Confucian Work Dynamism was 0.90 [12]. Respondents were asked to indicate their responses on a 9-point Likert scale where a score of 9 meant of supreme importance and a score of 1 meant of no importance at all. The internal consistency coefficient of this dimension was 0.77.

Data analysis

Firstly, descriptive statistics such as statistical means, standard deviations, maximum and minimum values, and Cronbach’s alpha were computed. Then, a correlation analysis was conducted to estimate the linear relationship between the variables in the current study by using Pearson correlation. Thirdly, Structural Equation Modeling (SEM) was used to test the hypotheses, which was conducted in Mplus 8.3. In this study, Confucian Work Dynamism was the independent variable, grit served as the mediating variable, and burnout was the outcome variable. Gender, being a classroom teacher or not, school type, marital status, years of teaching experience, income level, and teaching stage were included as control variables. The missing data is handled through Full Information Maximum Likelihood (FIML). To assess model fit, we used the chi-square goodness-of-fit statistic, the Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMR) [62], the Tucker–Lewis Index (TLI) [63], and the Comparative Fit Index (CFI) [64]. The cut-off values for the fit indices that indicate accepted fit are the following: RMSEA and SRMR ≤ 0.08; TLI and CFI ≥ 0.80 [65, 66]. Finally, path coefficients between latent variables and the effects (total, direct, and indirect effects) of exogenous latent variables on endogenous latent variables were estimated to examine the research questions of the study. Indirect effects were evaluated using 2000 bootstrap samples with 95% confidence intervals.

Results

Descriptive statistics

Table 1 reports the means, standard deviations, and the correlation matrix of the variables. The results revealed a high level of Confucian Work Dynamism (M = 7.67, SD = 1.25) and perseverance of effort (M = 3.85, SD = 0.66). The average level of consistency of interest was moderate (M = 2.85, SD = 0.77), on a scale of 1 to 5, aligning with findings from previous studies conducted within Eastern cultures [67]. Burnout scores indicated a moderate level of burnout among participants (M = 2.49, SD = 0.73), on a scale of 1 to 5. A significant positive correlation was observed between Confucian Work Dynamism and perseverance of effort (r = 0.43, p < 0.01), suggesting a strong link between cultural values and sustained effort in goal pursuit. Conversely, there was no significant correlation between Confucian Work Dynamism and consistency of interest (r = 0.07, p > 0.05), indicating that cultural values might not directly influence the stability of interests among teachers. Confucian Work Dynamism was found to be negatively correlated with burnout (r=-0.25, p < 0.01), suggesting that adherence to these cultural values may protect against burnout. Furthermore, both perseverance of effort (r=-0.43, p < 0.01) and consistency of interest (r=-0.36, p < 0.01) showed significant negative correlations with burnout, highlighting their potential roles in mitigating burnout among teachers.

Table 1 Correlations of Confucian work Dynamism, two facets of grit and burnout

Hypothesis testing

In order to assess the mediating role of two grit facets in the relationship between Confucian Work Dynamism and burnout, a structural equation model was applied to the sample. The fit indices are as follows: χ²/df = 1.867, RMSEA = 0.053, CFI = 0.857, TLI = 0.822, SRMR = 0.070, indicating a good fit. The standardized path coefficients are listed in Table 2. Contrary to Hypothesis 1, Confucian Work Dynamism was not significantly related to burnout (β = -0.05, p > 0.05). Consistent with Hypothesis 2b, Confucian Work Dynamism was significantly related to perseverance of effort (β = 0.46, p < 0.05). While a non-significant relationship was found between Confucian Work Dynamism and consistency of interest in the proposed model (β = 0.04, p > 0.05), this did not support Hypothesis 2a. In line with Hypotheses 3a and 3b, perseverance of effort (β = -0.30, p < 0.05) and consistency of interest (β = -0.41, p < 0.05) were both negatively related to burnout.

Table 2 The results of the structural equation model hypothesis path

Table 3 presents the indirect effect of grit on the relationship between Confucian Work Dynamism and burnout. As Hayes [68] indicates, the indirect effect is significant if zero is not between the lower and upper bound in the 95% confidence interval. According to the results, perseverance of effort mediated the effect of Confucian Work Dynamism on burnout, indicating that perseverance of effort accounts for the relationship (the effect value was − 0.14, SE = 0.03, 95% CI [-0.16, -0.04]). The moderating role of consistency of interest between Confucian Work Dynamism and burnout has not been supported by the statistical analysis for the indirect effect based on 5000 bootstraps sample containing the zero value (the effect value was − 0.02, SE = 0.02, 95% CI [-0.05, 0.03]). Consistent with Hypothesis 4b, Confucian Work Dynamism is negatively and indirectly related to burnout, mediated by perseverance of effort. Consistency of interest did not mediate the relationship between Confucian Work Dynamism and burnout, which did not support Hypothesis 4a. These results suggest that perseverance of effort fully mediated the relationship between Confucian Work Dynamism and burnout (see Fig. 1).

Table 3 Results of the mediation analysis of two facets of grit in the relationship between grit and burnout

Fig. 1

The mediation model with standardized regression coefficient

Note. The dotted line is that received non-significant path estimates in the estimate

Discussion

Drawing from the principles of cultural psychology and cognitive mediation theory, this study investigated the influence of Confucian Work Dynamism on teacher burnout, mediated by two dimensions of grit: consistency of interest and perseverance of effort. Our findings revealed that Confucian Work Dynamism served as a protective factor against burnout predominantly through its impact on perseverance of effort.

The direct impact of Confucian work dynamism on burnout

The lack of a significant direct link between Confucian Work Dynamism (CWD) and burnout suggests a more complex interplay between CWD and factors influencing occupational well-being.

One possible explanation is that Confucian Work Dynamism may exert both positive and negative influences, which can lead to a masking effect when examining its overall impact [69]. In this case, the positive and negative effects counterbalance each other, resulting in an apparent lack of association between CWD and burnout. On one hand, research indicates that Chinese culture emphasizes persistence and diligence, enabling individuals to maintain focus on a specific task for extended periods, even if the task is “difficult or boring” [70]. Studies have found that Chinese people exhibit higher willpower, greater endurance, perseverance, and patience, making them less likely to adopt the belief in the Depletion of Mental resources [71]. Specifically, individuals in this cultural context are less inclined to believe that their mental resources become depleted after prolonged tasks, which may reduce their likelihood of experiencing burnout. On the other hand, the cultural emphasis on diligence and effort—where hard work is regarded as a moral standard. A hallmark of a qualified teacher in this context is to be “tirelessly instructive”—this may prevent teachers from disengaging from work, thereby increasing the risk of burnout [72, 73].

Additionally, in practical workplace settings, a divergence between an individual’s adherence to CWD and the different values, goals, and behavioral expectations of their employer may lead to value conflicts, thereby intensifying the risk of burnout [74]. This misalignment might undermine the positive outcomes typically associated with Confucian Work Dynamism. Similarly, in educational settings, teachers may feel supported in schools that respect CWD values, while misaligned or unsupportive environments can increase their experience of conflict and stress. Therefore, future research should further explore these moderating mechanisms, revealing the complex pathways through which Confucian work values influence occupational health.

The impact of Confucian work dynamism on two facets of grit

Confucian Work Dynamism was found to predict perseverance of effort but did not exhibit predictive power for consistency of interest. As Markus and Kitayama [40] proposed, while individuals in individualistic cultures tend to pursue activities aligned with their own preferences, those in collectivist cultures are often motivated by a desire to meet others’ expectations and maintain harmonious relationships. CWD prioritizes aligning one’s actions with societal and familial expectations, encouraging individuals to adapt their goals to what is beneficial for the community or family [75]. CWD may lead to a flexible approach to interests, where the individual’s goals or focus areas change to suit external needs or changing circumstances, rather than maintaining a rigid personal interest [67]. In addition, the emphasis on hierarchical order in Confucian Work Dynamism has, to some extent, constrained teachers’ autonomy. Research has pointed out that top-down, hierarchical school leadership systems and collectivist cultures hinder the development of teachers’ individuality, creativity, and autonomy [76]. In the educational field, this aspect of CWD may influence teachers to flexibly adapt their goals and interests to align with the school requirements, parents’ expectations, and policy directives.

On the other side, Confucian work dynamism is positive with the perseverance of effort. This may also be attributed to the universal virtue and core Chinese values in Chinese culture, such as bearing hardship, persistence, and patience. As Hong (2001) succinctly put it, “the exertion of effort is a cultural norm” in China [77]. These cultural principles foster greater willpower and a diminished belief in the depletion of mental resources [71]. As a result, individuals, including teachers, are more likely to persist through challenges and continue working hard, rather than viewing setbacks as a result of limited willpower or resources [70]. Therefore, it is the influence of Confucian Work Dynamism on perseverance of effort, rather than consistency of interest, that emerges as significant in our study.

The impact of two facets of grit on burnout

This study also supports the Job Demands-Resources (JD-R) model, which posits that within stress processes, job demands are factors that deplete employees’ psychological and physical resources and may lead to negative outcomes such as stress and burnout [78]. However, personal resources—such as self-esteem, self-efficacy, optimism, and psychological resilience—represent positive traits and capacities inherent to individuals. In the JD-R model, these personal resources play a significant facilitating role, aiding employees in managing job demands and effectively leveraging job resources, thereby enhancing work experiences and performance. Previous research has similarly indicated that the two dimensions of grit—perseverance of effort and consistency of interest—are both negatively correlated with study burnout among the Chinese sample [67].

Grit, as a positive personality characteristic, serves as a protective factor against teacher burnout, aligning with research findings that demonstrate its inverse relationship with depression [75, 79], illness-related distress [17], and anxiety [53]. Teachers with higher grit, when confronted with high job demands, can better cope with stress, reduce the depletion of emotional resources, and thereby lower the level of burnout, thanks to their persistence and passion for long-term goals. This protective effect can be elucidated through several mechanisms. Firstly, individuals with higher levels of grit tend to adopt a growth mindset [80]. For instance, previous research reveals that grit enables students to reframe negative experiences, thereby gaining fresh insights into academic and social challenges [81]. Similarly, gritty teachers may develop effective problem-solving strategies to enhance work efficiency and amend maladaptive communication patterns, thus mitigating burnout. Secondly, individuals possessing grit often seek life’s meaning and set ambitious life goals [82], believing in their capacity for improvement through personal effort [83]. This belief is accompanied by greater self-discipline in daily activities and learning [84] as well as behaviors aimed at self-improvement [85], thereby fostering a sense of security and control over their lives [86]. A heightened sense of control and security can attenuate the impact of negative emotions. Additionally, the concept of grit not only a stable propensity for self-control and regulation but also the pursuit of consistent goals and interests. Notably, the dimension of consistency of interest, an integral facet of grit, offers unique explanatory power beyond that of conscientiousness [87], playing a pivotal role in navigating career trajectories and transitions [16].

The mediating role of grit between Confucian work dynamism and burnout

Confucian Work Dynamism was not related to burnout directly but was found to be related to burnout indirectly only through perseverance of effort. The finding is plausible in the context of China. Chinese people regard perseverance of effort in pursuing goals as the key to success, which is also reflected in the old saying “Zhi yao gong fu shen, tie chu mo cheng zhen” (“If you work at it hard enough, you can grind an iron into a needle”) [88, 89]. “Adhere to the pursuit of whatever goals they select for themselves” is an important discipline of Confusion working ethics [47]. Thus, Confucian Work Dynamism positively predicts the perseverance of effort and, in turn negatively predicts burnout. Additionally, Confucianism underscores work ethics, prestige, and ordering the relationship by status, encouraging individuals to often subordinate personal interests to fulfill societal roles and expectations [47, 67]. This cultural norm explains why consistency of interest does not mediate burnout in the context of Confucian Work Dynamism. Nonetheless, enhancing perseverance of effort emerges as a viable strategy for mitigating teacher burnout within this cultural framework. Moreover, while consistency of interest does not mediate this specific relationship, it independently contributes to burnout reduction.

These insights suggest that interventions targeting burnout in collectivist cultures should focus on nurturing both perseverance of effort and consistency of interest. Given the malleable nature of grit, influenced by both external and internal factors [80, 90], these findings underscore the potential for targeted interventions to cultivate these attributes, thereby addressing burnout effectively.

Implications and limitations

This study underscores the significance of cultural values in shaping occupational mental health and examines how two facets of grit mediate the relationship between cultural values and burnout. The research contributes theoretically in three primary ways. First, it addresses the culturally grounded nature of psychological processes, identifying a gap in the literature by exploring how cultural values indirectly influence burnout through grit. This approach offers new insights into the mechanisms by which cultural values impact occupational mental health. Second, while the positive effects of grit on desirable outcomes are well-documented, there is a paucity of research on the social and contextual determinants of grit. This study ventures into this underexplored area, particularly examining the role of culture in shaping grit. This is crucial, considering the criticisms regarding the application and generalization of grit across non-Western societies. By investigating how cultural factors such as Confucian Work Dynamism influence grit, this research adds to the ongoing debate on the universality of grit and its predictors across different cultural contexts. Third, the study introduces Confucian Work Dynamism as an “oriental” dimension, distinct from Hofstede’s cultural dimensions. It posits that the Confucian ethic—characterized by an enhanced sense of commitment, organizational identity, and self-control—contributes to higher growth rates in neo-Confucian societies. This research not only sheds light on the unique impact of Confucian Work Dynamism on occupational mental health but also prompts further investigation into its effects on other psychological outcomes such as depression and anxiety.

This study has practical implications: Confucian Work Dynamism (CWD) enhances “persistence of effort” rather than “consistency of interests”. In collectivist, Confucian-influenced cultures, persistence of effort is often tied to social responsibility and collective goals. Hence, interventions can leverage these values by creating environments that boost intrinsic motivation to meet societal expectations. For instance, mentorship programs and peer support groups can foster motivation within a supportive collective setting.

In addressing the relatively overlooked “consistency of interests”, interventions can aim to strengthen individuals’ identification with their personal interests. This approach could involve enhancing personal agency in career development and goal setting, helping teachers discover and commit to areas they genuinely value. Although cultural norms may emphasize collective goals, promoting personal interests within these goals can balance cultural expectations with individual needs. Initiatives such as interest exploration programs, job rotation, and career guidance can support teachers in aligning personal and collective objectives, fostering sustained engagement.

Finally, while cultural values like CWD are typically stable, targeted interventions can deepen teachers’ understanding of these values. Schools should implement diverse, long-term educational programs focused on Confucian culture, including classical studies and specialized courses, to enhance teachers’ familiarity with Confucian principles. Principals can further support this by modeling these values through committed behaviors, advocating ideals, and dedicating resources. Integrating Confucian principles into core organizational culture—through participation in cultural activities and embedding these values in daily practices—can strengthen this cultural awareness.

While this study offers valuable insights, several limitations warrant consideration. Firstly, it has been demonstrated that Confucian Work Dynamism predominantly influences perseverance in effort rather than the consistency of interest in pursuing long-term aspirations. Prior research has highlighted the protective role of the interplay between conscientiousness and self-concept clarity in maintaining consistency of interest [34]. These findings underscore the necessity for subsequent studies to explore potential moderating factors affecting the impact of Confucian Work Dynamism on consistency of interest. Secondly, the investigation’s reliance on a Chinese sample constrains the generalizability of its conclusions. To enhance the applicability of these insights across diverse cultural contexts, future research should incorporate participants from a broader array of collectivist cultures. Such an approach would facilitate an examination of whether the observed relationships between grit facets and burnout manifest similarly in other settings. Lastly, the cross-sectional nature of this study limits the ability to infer causal relationships definitively. Although the proposed directions of influence are grounded in theoretical rationale and supported by existing literature, it is imperative for future investigations to employ longitudinal designs. Such research would enable a more rigorous examination of the dynamic interrelations posited, particularly concerning the mediating roles suggested in this study.

Conclusion

This study explored the influence of Confucian Work Dynamism on teacher burnout in Chinese educational settings, focusing on the mediating role of grit, which includes two facets: consistency of interest and perseverance of effort. Confucian values, deeply embedded in Chinese culture, promote diligence, perseverance, and a commitment to long-term goals, which are hypothesized to protect against burnout by fostering resilience and a positive work ethic. The research found that while Confucian Work Dynamism did not directly reduce burnout, it enhanced grit, particularly perseverance of effort, which in turn mitigated burnout. The study concludes that cultural values significantly shape occupational health outcomes and suggests that interventions to reduce burnout should emphasize the cultivation of grit, aligned with cultural norms. This research contributes to the understanding of how cultural frameworks influence psychological traits and occupational health, highlighting the complex interplay between cultural values, personality traits, and workplace well-being.