The Relationship of Holistic Well-Being and Technological Competence of Teachers in Integrated Schools

This study examined the relationship between holistic well-being and technological competence among teachers in integrated schools during the School Year 2024–2025. The researchers measured holistic well-being through physical, mental, emotional, and social dimensions and assessed technological competence in terms of technology knowledge, technology skills, and technology integration. Researchers administered a standardized survey questionnaire to 127 teachers selected through stratified random sampling. The results of the correlational analysis revealed significant positive relationships between all dimensions of holistic well-being and technological competence. Emotional well-being showed the strongest correlation (r = 0.694, p < 0.001), followed closely by social well-being (r = 0.688, p < 0.001). Among the technological competence sub-variables, technology knowledge demonstrated the highest correlation with holistic well-being (r = 0.827, p < 0.001) Kröhler, A., & Berti, S. (2019). Higher well-being teachers are more tech-savvy, and vice versa. The study and its outcomes speak to the need for developing comprehensive well-being and digital competency for developing teachers as essential in contributing backgrounds to student learning.