Search

Purpose: To examine the relationship between resilience and subjective well-being among rural primary and secondary school teachers and the mediating role of self-control. Methodology: A sample of 320 rural primary and secondary school teachers in Sichuan Province participated and completed the Resilience Scale, Inventory of Life Satisfaction, Positive and Negative Emotion Scale, and Self-Control Inventory in this study. Findings: (1) The subjective well-being of rural primary and secondary school teachers was generally low. (2) Resilience had a positive correlation with subjective well-being, while both resilience and subjective well-being were negatively correlated with self-control. (3) Resilience had a direct effect on subjective well-being and an indirect effect on subjective well-being through self-control. (4) The subjective well-being levels of rural primary and secondary school teachers can be improved by enhancing their resilience and self-control. Practical implications: The study reveals the relationship among resilience, subjective wellbeing, and self-control among rural primary and secondary school teachers, which provides support for improving the subjective well-being of this population. Value: The resilience of rural primary and secondary school teachers can directly affect their subjective well-being and can improve their subjective well-being through the mediating role of self-control. [ABSTRACT FROM AUTHOR]