A Path Model of Psychological Well-Being of Teachers During the Covid–19 Pandemic: A Positivist and Constructivist Viewpoint

Abstract

The study determined the influence of burnout, self-awareness, and work engagement on teachers' psychological well-being. Moreover, it aimed to find the best-fit model to explain teachers' psychological well-being. A total of 300 College teachers in private education institutions participated in the study and were selected using the purposive sampling technique. Sets of adopted survey questionnaires were utilized in obtaining data from the respondents. The mean and standard deviation, Pearson r correlation, multiple regression analysis, and structural equation modeling were utilized as statistical tools in the study. The results revealed that the degree of burnout, level of self-awareness, and level of psychological well-being of teachers were moderate. On the other hand, the teachers had a high level of work engagement. Moreover, there was a directly proportional relationship between self-awareness and psychological well-being, and work engagement and psychological well-being. However, an inverse relationship was observable between burnout and teachers' psychological well-being. Further, burnout, self-awareness, and work engagement significantly predicted teachers' psychological well-being. Furthermore, the hypothesized model showed that both burnout and work engagement, directly and indirectly, affected teachers' psychological well-being through self-awareness acting as a mediator. Hence, the hypothesized model was a good fit for explaining teachers' psychological well-being.