Abstract
This two-phase study investigated the relationship between teachers' grit and their psychological well-being, focusing on the mediating role of teacher emotions. The study involved 626 teachers from Palawan State University in the Philippines, a developing country where teachers face numerous challenges. The study sought to address the gap in research on teacher psychological well-being at the school level in Asia, particularly in the Philippine context. The study employed structural equation modeling (SEM) to test the hypothesized relationships. Results indicated that teachers' grit did not directly influence their psychological well-being. Instead, grit fostered positive emotions related to teaching, such as joy and love, which, in turn, contributed to their psychological well-being. Teacher emotions fully mediated the relationship between grit and psychological well-being. Teachers across different colleges exhibited high levels of psychological well-being, although significant differences in scores were observed. Graduate School teachers reported the highest mean scores in perceived recognition at work, feeling of competency, and desire for involvement at work. Teachers from the Laboratory Elementary School demonstrated the highest levels of interpersonal fit at work and thriving at work. Based on the findings, the study recommends developing a wellness and psychological well-being program tailored to the specific needs of the Palawan State University academic community. This program could serve as a model for other institutions, promoting a culture of psychological health and supporting healthy work behaviors among teachers
