THE IMPACT OF GRATITUDE ON PSYCHOLOGICAL WELL-BEING OF SCHOOL TEACHERS IN THE RATHNAPURA DISTRICT, SRI LANKA

Abstract

In recent years, the importance of understanding and improving the psychological well-being of school teachers has been increasingly emphasized. Enhancing teachers' psychological well being is crucial for fostering healthy relationships between teachers and students as well as for improving positive work behaviors and outcomes. Various factors influence teachers' psychological well-being, with gratitude being one of them. Few studies have been conducted in the Sri Lankan context, and few have examined the impact of gratitude on the psychological well-being of schoolteachers. Therefore, this study aimed to explore the impact of gratitude on the psychological well-being of schoolteachers in Ratnapura District. Gratitude was assessed using three main dimensions: attitudinal gratitude, relational gratitude, and collective gratitude. A sample of 231 schoolteachers from all four zonal educational units in Ratnapura District was selected using a stratified random sampling method. Data were analyzed using univariate, bivariate, and multivariate analyses. The findings revealed that both attitudinal gratitude and collective gratitude have a significant positive impact on psychological wellbeing. Relational gratitude did not have a significant effect on psychological well-being. Based on these findings, it can be concluded that gratitude significantly impacts the psychological well-being of schoolteachers. Cultivating a culture of collective appreciation and encouraging personal reflection practices are recommended to boost gratitude, which significantly affects teachers' psychological well-being.