A Sequential Exploratory Approach to Study the Workplace Well-Being of Islamic School Teachers

Abstract

This study argues that organizational and personal conditions affect teachers in achieving well-being at work. The workplace well-being construct was developed based on the hedonic, eudaimonic approach and empirical exploration of teachers. This construct is adapted to the conditions of the Islamic school organization. This study proposes transformational leadership and workplace spirituality as determining factors for achieving teacher workplace well-being. The sequential exploratory approach is used to formulate the construct of workplace well-being for Islamic school teachers and prove the role of transformational leadership and workplace spirituality as antecedents of teacher workplace well-being in Islamic schools. An important finding from this study is the formulation of the teacher's workplace well-being, namely the social dimension, the emotional dimension, the professional dimension, and the 'Amal Jariyah dimension. Leadership behavior and teachers' spiritual strength play a role in attaining teacher workplace well-being in Islamic schools.