Exploring the Psychological Well-being of Primary School Teachers' Through a Multidimensional Perspective: Utilizing Ryff's Six Factor Model

Teacher psychological well-being has been recognized an important focus in education, particularly as responsibilities have continued to expand and become increasingly demanding. However, much of the existing research has been mainly focusing on negative outcomes, such as stress and burnout, resulting in a limited understanding of well-being. In this study, the psychological well-being of primary school teachers using is explored using Ryff’s Six Factor Model of psychological well-being. Within this model, well-being is explained through six dimensions: positive relationships, self-acceptance, purpose in life, autonomy, environmental mastery, and personal growth. A conceptual approach has been adopted, and existing research on teachers’ psychological well-being has been revised and synthesized. It is discussed how Ryff’s six dimensions can be utilized to provide a deeper understanding of teachers’ experiences, not only in terms of challenges but also in terms of growth and fulfilment. This study highlights the importance of viewing psychological well-being as both the absence of distress and the presence of positive psychological functioning. Overall, a more comprehensive understanding of teachers’ psychological well-being is provided in this study. Practical insights are also offered for school leaders and policymakers, through which supportive work environments that promote teachers’ psychological well-being and professional growth can be developed.