A Causal Model of Psychological Well-Being among Teachers Supporting Students with Special Needs and the Mediating Role of Basic Psychological Needs
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Abstract
This study examined the causal relationships between psychological capital and the psychological well-being of teachers supporting students with special needs, with basic psychological needs serving as a mediating variable. The target population comprised teachers working in inclusive schools in Bangkok. Participants were selected using convenience sampling combined with voluntary participation, yielding a final sample of 250 respondents. Data were collected using a general information questionnaire, a psychological well-being scale, a psychological capital scale, and a basic psychological needs scale. Structural equation modeling (SEM) was employed to test the hypothesized model. The results indicated that the model demonstrated an adequate fit to the empirical data. Psychological capital demonstrated significant direct effects on basic psychological needs, as well as both direct and indirect effects on psychological well-being through the mediating role of basic psychological needs. Consistent with psychological capital theory and self-determination theory, teachers with higher levels of hope, self-efficacy, resilience, and optimism reported greater satisfaction of their needs for autonomy, competence, and relatedness. This was associated with enhanced emotional stability, inner vitality, and overall psychological well-being in their professional roles. The findings highlight the importance of strengthening psychological capital and supporting basic psychological needs as key mechanisms for promoting teacher well-being in inclusive school contexts.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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