Relationship between Perceived Quality of Life and Psychological Well-Being among School Teachers

Abstract

The study explores the association between perceived quality of daily living and psychological well-being among school teachers. The research sample consisted of 200 teachers, including 109 males and 91 females, age between 19 and 60 years, selected from various schools in Mardan, Pakistan. Participants were recruited through convenient sampling technique. Data were gathered using the WHOQOL-BREF Scale (α = .85) developed by the World Health Organization and Ryff’s Psychological Well-Being Scale (α = .87) introduced by Carol Ryff in 1989. Statistical analyses were performed through SPSS version 26. The results demonstrated a significant positive association between perceived quality of daily living and psychological wellbeing among school teachers (r = .37, p < .01). regression findings further showed that perceived quality of daily living was a significant predictor of psychological well-being (β = .368, R² = .135, p < .001). Moreover an independent samples t-test was conducted to assess gender differences. The results indicated that female teachers scored higher on perceived quality of daily living compared to male teachers, while no significant gender difference was observed in psychological well-being. Overall the study emphasizes that improving teachers’ quality of daily living may contribute positively to their psychological well-being and educational performance.