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Background <p>Teacher well-being is a critical component for achieving academic quality; however, few studies have identified the psychological factors that explain this well-being within the context of health sciences education. This study aims to propose and validate an explanatory model of teacher well-being based on teacher self-efficacy, dispositional optimism, and psychological well-being at work.</p> Method <p>A cross-sectional study was conducted with the collaboration of 189 professors of medicine and health sciences from a Mexican university. The constructs studied were measured using the Satisfaction with Life, Positive and Negative Experience, Psychological Well-being, and Teacher Self-Efficacy scales. The psychometric properties of the instruments were determined through Confirmatory Factor Analysis and Cronbach’s alpha and McDonald’s omega coefficients. The explanatory model was tested using Structural Equation Modeling.</p> Results <p>The scales demonstrated the necessary psychometric properties to yield valid and reliable data. The proposed model obtained excellent fit indices (<i>χ² = 197, df = 165, p = .045; χ²/df = 1.19; RMSEA = 0.03 [95% CI: 0, 0.05], p-close = 0.970, SRMR = 0.06, GFI = 0.99; CFI = 0.99, TLI = 0.99, NFI = 0.99, IFI = 0.99</i>). The findings indicate that teacher self-efficacy and optimism, mediated by psychological well-being at work, successfully predict subjective well-being. Although the direct effect of teacher self-efficacy on subjective well-being was not confirmed, its indirect effect through psychological well-being at work was identified. This model explains 57.1% of the variance in the subjective well-being of medicine and health sciences professors.</p> Conclusions <p>This study provides an explanatory model of subjective well-being among medicine and health sciences professors, as well as scales with psychometric evidence to measure the constructs comprising said model. The findings serve as input to guide interventions or faculty development programs aimed at increasing teacher well-being.</p>

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Effects of optimism and self-efficacy on subjective well-being: the mediating role of psychological well-being at work in health sciences faculty

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月11日

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  • Jesus Alfonso Beltran-Sanchez,
  • José Moral de la Rubia,
  • Angeles Dominguez,
  • Cirilo Humberto García-Cadena,
  • Mónica Teresa González Ramírez,
  • Adrian Valle de la O

摘要

Background

Teacher well-being is a critical component for achieving academic quality; however, few studies have identified the psychological factors that explain this well-being within the context of health sciences education. This study aims to propose and validate an explanatory model of teacher well-being based on teacher self-efficacy, dispositional optimism, and psychological well-being at work.

Method

A cross-sectional study was conducted with the collaboration of 189 professors of medicine and health sciences from a Mexican university. The constructs studied were measured using the Satisfaction with Life, Positive and Negative Experience, Psychological Well-being, and Teacher Self-Efficacy scales. The psychometric properties of the instruments were determined through Confirmatory Factor Analysis and Cronbach’s alpha and McDonald’s omega coefficients. The explanatory model was tested using Structural Equation Modeling.

Results

The scales demonstrated the necessary psychometric properties to yield valid and reliable data. The proposed model obtained excellent fit indices (χ² = 197, df = 165, p = .045; χ²/df = 1.19; RMSEA = 0.03 [95% CI: 0, 0.05], p-close = 0.970, SRMR = 0.06, GFI = 0.99; CFI = 0.99, TLI = 0.99, NFI = 0.99, IFI = 0.99). The findings indicate that teacher self-efficacy and optimism, mediated by psychological well-being at work, successfully predict subjective well-being. Although the direct effect of teacher self-efficacy on subjective well-being was not confirmed, its indirect effect through psychological well-being at work was identified. This model explains 57.1% of the variance in the subjective well-being of medicine and health sciences professors.

Conclusions

This study provides an explanatory model of subjective well-being among medicine and health sciences professors, as well as scales with psychometric evidence to measure the constructs comprising said model. The findings serve as input to guide interventions or faculty development programs aimed at increasing teacher well-being.