Abstract

This quantitative study investigates primary school teacher well-being in Guangdong Province, grounded in the OECD research framework and Seligman’s positive psychology theory. The study aims to assess teacher well-being dimensions and sustainable outcomes and to explore differences based on demographic and employment factors. A stratified random sample of 400 teachers completed a validated questionnaire covering Cognitive Well-Being (CWB), Subjective Well-Being (SWB), Physical and Mental Well-Being (PMWB), Social Well-Being (SOWB), and Self-Rated Well-Being (SRWB). The results yielded a KMO value of 0.928 and Cronbach’s alpha of 0.812. The findings show high levels of CWB and SOWB, reflecting effective goal achievement, classroom management, and professional relationships. However, SWB, PMWB, and SRWB were moderate, indicating issues related to stress, physical strain, and workload concerns. SWB was found to be a strong predictor of sustainable well-being (r = 0.921, p < 0.001), followed by SRWB and SOWB. Demographic and employment factors influenced well-being outcomes. Public school teachers experienced educators, and those with stable employment and higher incomes reported better outcomes. No significant differences in PMWB were observed across groups. These findings highlight the need for targeted interventions to promote emotional resilience and equitable support for teachers.

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