the relationship between psychological resilience, happiness, and mindfulness with psychological well-being of elementary school teachers at workplace

Given the severe psychological stress of teachers in educational settings, it is of particular value to pay attention to improving their psychological well-being and to identify the factors that contribute to the decrease or increase in teachers’ psychological well-being. for this reason, the aim of the present study was to investigate the role of predictor variables of psychological resilience, happiness, and mindfulness in the criterion variable of teachers’ psychological well-being. for this reason, 113 people were selected from the statistical population of elementary school teachers in rasht in the academic year (2023-2024) using the convenience sampling method and responded to the questionnaires of psychological well-being (reif and keyes, 1995), psychological resilience (connor and davidson, 2003), oxford happiness (hills and argyle, 2002), and freiburg mindfulness (wallach et al., 2006). the results were analyzed in spss22 software using pearson’s correlation coefficient and stepwise regression, and the results showed that the relationship between psychological resilience and psychological well-being (r=0.61), the relationship between happiness and psychological well-being (r=0.49), and the relationship between mindfulness and psychological well-being (r=0.41) was positive and significant (p<0.01), and the three variables explained 50% of the variance in the changes in teachers’ psychological well-being. therefore, the psychological well-being of elementary school teachers can be predicted based on psychological resilience, mindfulness, and happiness.