Causal Relationship Model of Teacher’s Psychological Well-being
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Abstract
The objectives of this research are to investigate the validity of the causal relationship model of a teacher’s psychological well-being with empirical data. The quantitative research method was used for collecting data with 2,140 teachers from 5 provinces in the upper Northeast, and the sample sizes of this study were 763 ground teachers selected as the study sampling by using stratified random sampling method. The questionnaire was used in this study to collect data on five variables, including emotional intelligence, resilience, practical intelligence, compassion at work, and psychological well-being. The data were analyzed using structural equation modeling. Results revealed that the structural model was consistent with empirical data, as indicated by the following indicators: chi-square = 179.428, degree of freedom (df) = 151, relative chi-square = 1.188, p-value = 0.057, root mean square error of approximation (RMSEA) = 0.016, comparative fit index (CFI) = 0.999, relative fit index (RFI) = 0.994, goodness of fit index (GFI) = 0.980, adjusted goodness of fit index (AGFI) = 0.963, and standardized RMR (SRMR) = 0.020. In addition, 72.3% of the variance associated with psychological well-being was explained by five predictors: emotional intelligence, resilience, practical intelligence, and compassion at work. Resilience had the strongest direct effect on psychological well-being.
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