The Relationship Between Self-Regulation and Psychological Well-Being Among School Teachers
DOI:
https://doi.org/10.69980/ajpr.v28i5.598Keywords:
self-regulation, psychological well-being, teachers, professional development, Malaysian educationAbstract
This study aimed to examine the relationship between self-regulation and psychological well-being among secondary school teachers in the Seberang Perai Selatan district of Penang, Malaysia. The research was motivated by growing concerns over the declining psychological well-being of teachers due to excessive workload, administrative pressure, and emotional exhaustion, which have implications for education quality and early retirement rates. A total of 54 teachers were selected as respondents using a systematic sampling method. The instruments used in this study were the Teacher Self-Regulation Scale (TSRS) and Ryff’s Psychological Well-Being Scale (PWB). Findings revealed that teachers generally demonstrated a good level of self-regulation, while most reported a moderate level of psychological well-being. Pearson correlation analysis showed a significant positive relationship between self-regulation and psychological well-being (r = .566, p < .001). These results support previous findings that highlight the importance of self-regulation in promoting emotional and professional well-being among teachers. The study recommends the implementation of structured interventions focused on self-regulation development and psychosocial support within teacher professional training to ensure mental well-being and the sustainability of the teaching profession.
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