The Impact of Resilience and Self-Compassion on the Psychological Well-Being of Government School Teachers in Sialkot

Abstract

This study investigates the impact of resilience and self-compassion on the psychological well-being (PWB) of government school teachers in Punjab, Pakistan. Cross sectional research design with comprises quantitative research methodology was used in current study. A total of 400 teachers, both male and female, participated in the study, with a focus on various socio-economic backgrounds, family structures, and education levels, recruited through purposive sampling technique. Using a self-developed demographic sheet and standardized scales, including the Brief Resilience Scale, Self-Compassion Scale, and Ryff’s Scale of Psychological Well-Being, data was collected. Descriptive statistics, correlation analysis, and regression models were employed to test the proposed hypotheses. The findings revealed that self-compassion had a significant positive relationship with psychological well-being, supporting the hypothesis that greater self-compassion leads to improved mental health. Specifically, the subscales of self-kindness, mindfulness, and over-identification showed strong positive correlations with psychological well-being. In contrast, self-judgment and isolation demonstrated negative correlations. Furthermore, resilience was found to have a complex relationship with psychological well-being, with resilience acting as both a moderator and predictor of well-being. The results also suggested that resilience and self-compassion, when combined, foster a positive mental health environment for teachers, acting as protective factors against stress, anxiety, and burnout. These findings align with previous research that highlights the benefits of self-compassion and resilience in promoting mental health and well-being. This study contributes valuable insights into the psychological factors that influence teacher well-being and underscores the importance of developing resilience and self-compassion in the teaching profession. By focusing on these qualities, educators may be better equipped to manage work-related stress and enhance job satisfaction. Future research should explore these dynamics further, considering other contributing factors and long-term outcomes for teacher health and performance.