Factors influencing primary school teachers’ thriving at work amid AI-related work transformation in Beijing, China: The mediating roles of psychological capital and calling orientation

Abstract

Artificial intelligence is transforming teachers’ work by altering professional tasks, competence requirements, decision-making processes, and workplace interactions. This study examined the factors influencing primary school teachers’ Thriving at Work amid AI-related work transformation in Beijing, China. Drawing on Self-Determination Theory and the antecedent–mediator–outcome framework, the study investigated the effects of Autonomy Need Satisfaction, Competence Need Satisfaction, and Relatedness Need Satisfaction on Thriving at Work, with Psychological Capital and Calling Orientation examined as parallel mediators. A quantitative research design was adopted using a structured questionnaire containing 39 measurement items. Data were collected from primary school teachers in Beijing, and 547 valid responses were retained for analysis. Confirmatory factor analysis and structural equation modelling were used to assess the measurement and structural models, while bootstrapping was applied to test the indirect effects. The results supported all 17 hypotheses. Autonomy, competence, and relatedness need satisfaction positively predicted Psychological Capital, Calling Orientation, and Thriving at Work. Psychological Capital and Calling Orientation also demonstrated significant positive effects on Thriving at Work. Furthermore, both mediators significantly mediated the relationships between each psychological need and Thriving at Work. Since the direct effects remained significant, the findings indicate complementary or partial mediation. The study concludes that teachers’ thriving during AI-related work transformation depends not only on technological adaptation but also on professional agency, perceived competence, supportive relationships, psychological resources, and vocational meaning. The findings provide theoretical and practical implications for developing teacher-centered AI-related workplace strategies.

Keywords: AI-related work transformation; primary school teachers; basic psychological need satisfaction; psychological capital; calling orientation; thriving at work; self-determination theory; Beijing, China.

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