Basic Psychological Needs, Passion, and Well-Being at Work: Evidence from Tunisian Physical Education Teachers

Background: Grounded in Self-Determination Theory (SDT) and the Dualistic Model (DM) of Passion, this study examined the motivational mechanisms underlying psychological well-being among Tunisian physical education teachers. The objectives were twofold: to examine validity evidence of the Arabic version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) and to test an integrative structural model linking harmonious passion, need satisfaction and frustration, well-being, vitality, happiness, and perceived stress. Methods: A representative sample of physical education teachers (1238) completed standardized instruments to assess passion, basic psychological needs, and well-being. To conduct exploratory and confirmatory factor analyses, the group was randomly divided into two independent subgroups. Reliability and validity were assessed using additional psychometric indicators, and a structural equation model was used to test the hypothesized relationships. Results: The results support the multidimensional structure and psychometric validity of the scale in the Tunisian context. Harmonious passion appears to be a positive factor in the satisfaction of psychological needs and a negative factor in cases of frustration. The satisfaction of these needs is closely linked to a high level of well-being, whereas their dissatisfaction is associated with adverse consequences. Well-being is also associated with increased vitality, greater happiness, and reduced stress, reflecting adaptive psychological functioning. Conclusions: Harmonious passion and basic psychological need satisfaction emerge as central resources for sustaining teacher well-being, vitality, and resilience against stress in educational contexts.