Relationship Between Interest in Teaching Profession and Psychological Well-Being of School Teachers

Abstract

The present study explores the relationship between teachers' professional interest and their psychological well-being (PWB) using Holland’s Self-Directed Search (SDS) and Ryff’s Psychological Well-Being Scale. A sample of 100 private school teachers (50 male, 50 female) aged 25–30 participated in the study. Correlational analysis revealed a strong positive relationship (r = .81, p < .01) between professional interest and overall PWB, with component correlations ranging from .95 to .99. An independent samples t-test showed no significant gender differences in professional interest (t = -0.744, p = .228, Cohen’s d = .11). These findings highlight the importance of fostering intrinsic motivation, autonomy, and workplace support to enhance teacher well-being and job satisfaction. The study’s limitations include its focus on private urban schools and self-reported measures. Future research should explore longitudinal effects, intervention-based strategies, and comparative studies across different educational settings.