Teaching Performance Through the Lens of Leisure Engagement and Sustainable Well-being: A Mediation Analysis

The study explores the relationship between teachers’ leisure engagement, their sustainable well-being, and teaching performance. Using a quantitative-correlational design with mediation analysis, a total of 136 teacher respondents from various schools were surveyed to assess their levels of leisure engagement, categorized by both type and degree, as well as their sustainable well-being across five key dimensions. Additionally, teachers’ teaching performance was also evaluated through self-evaluations, peer evaluations, and student evaluations. A total of 369 students from various schools participated to assess their teachers’ teaching performance across the seven domains aligned with PPST. The result revealed that teachers were generally engaged in leisure activities, with the highest levels observed in passive and social forms. Sustainable well-being was rated to a great extent. Teaching performance was found to be outstanding across all domains, based on self-evaluations, peer evaluations, and student evaluations. Statistical analyses indicated significant relationships between leisure engagement and both sustainable well-being and teaching performance. Furthermore, sustainable well-being was found to mediate the relationship between leisure engagement and teaching performance significantly. These findings highlight the essential role of well-being and leisure in enhancing professional performance, suggesting that policies and programs promoting teacher wellness and balanced lifestyle are crucial for sustainable educational success.