LAUSR

Objective The purpose of this study was to investigate the relationship between work passion and work engagement among university music teachers in flow experience and teaching well-being. Methods Three hundred forty-three university music teachers were tested by using the Flow State Scale, Teacher Well-Being Scale, Work Passion Scale, and Work Engagement Scale. Results University music teachers’ flow experience can predict teaching well-being (β = 0.248, p < 0.001). University music teachers’ flow experience has an indirect impact on teaching well-being through work passion (β = 0.257, p = 0.005), and university music teachers’ flow experience has an indirect impact on teaching well-being through work engagement (β = 0.144, p = 0.018). In addition, work passion and work engagement play a chain-mediating role between university music teachers’ flow experience and teaching well-being (β = 0.134, p = 0.001). Conclusion Work passion and work engagement play a sequential mediating role between university music teachers’ flow experience and teaching well-being.