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This study aims to examine the roles of principal resilience (psychological, social and spiritual) and trust in colleagues in predicting the flourishing of school principals, considering different career stages.

Utilising multigroup structural equation modelling and mediation analysis, data were collected from a sample of 1,274 school principals in China. The study investigates the direct impact of resilience on flourishing and the mediating role of trust in colleagues, with a focus on variations across different career stages.

The findings reveal that all aspects of a principal’s resilience significantly impact their flourishing, with trust serving as a partial mediator. Notably, the influence of spiritual resilience on flourishing is significant only for principals in the later stages of their careers.

This research contributes to the expanding body of literature on educational leadership by highlighting the importance of resilience and trust in fostering principal flourishing. The insights gained offer valuable knowledge for developing support strategies to enhance the flourishing experiences of school principals throughout their careers.

The purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.

In this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.

This study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.

This model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.

The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.

The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.

First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.

This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.