“…Researchers have demonstrated that teacher' well-being can be defined as a combination of personal professional achievement, satisfaction, purpose and happiness; it is constructed in the process of collaboration with colleagues and students; and it is related to teachers' environment and interactions with other people in the work environment (Acton and Glasgow, 2015;Brady and Wilson, 2021;McLellan and Steward, 2015). In addition, researchers have focused on the different impact dimensions of teacher well-being, including workload, individual pressure, relationship between teacher and students, work climate, accountability, job satisfaction, selfefficacy, professional identity and so on (Brady and Wilson, 2021;Collie et al, 2015;Fernandez-Chung and De Zoysa, 2022;Yeigh et al, 2022). Diener et al (2009) identified two new measures of well-being and combined psychology and social well-being theory to create psychosocial flourishing measurements to help assess individual levels of well-being.…”