Highest order moderation of extraversion and neuroticism into the relationship between job stress and flourishing: Mediated by readiness to change among Chinese medical teachers.

This study investigates the mediating role of Readiness to Change in the relationship between job stress and flourishing among Chinese medical teachers, as well as the highest order moderation of Extraversion and Neuroticism into this relationship. The research utilized a quantitative approach, surveying a sample of Chinese Medical Education teachers (N = 500) consisted of 342 males and 158 females with an age range between 30 and 65 (M = 43.69; SD = 9.31). The average tenure in the education landscape was 12.39 years (SD = 10.91) through an online platform. The primary aim was to explore how readiness attitudes influence the well-being and work capacity of Teachers in high-stress medical teaching environments. The survey incorporated self-assessment instruments to measure job stress, Readiness to Change attitudes, levels of flourishing, and personality traits (Extraversion and Neuroticism). Statistical analyses, including mediation models, were employed to test the relationships between these variables. Preliminary findings suggest a significant mediating role of Readiness to Change into the effects of job stress on flourishing and a moderation of extraversion into this relationship. The findings also failed to support the moderation of Neuroticism into the relationships, while the Higher order moderation showed a statistical marginal value. This indicates that effective readiness attitudes may not only mitigate the negative impacts of job stress but also enhance personal well-being and professional capacity. These results hold critical implications for the development of support systems and interventions aimed at fostering resilience and adaptive skills among medical teachers. Such initiatives could potentially improve job satisfaction, mental health, and teaching effectiveness in medical education settings. The study contributes to the growing body of literature on occupational stress and coping mechanisms in the educational sector, particularly within the field of medical education.