Structural Pathways Linking Mindfulness, Spiritual Health and Leadership with Workplace Spirituality and Work-Life Balance among Teachers
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Abstract
Background/ problem: Teachers’ work demands can challenge work–life balance. Although mindfulness, spiritual health, perceived spiritual leadership, and workplace spirituality are relevant to well-being, their structural associations in faith-based educational settings remain underexamined.
Objective/ purpose: This study examined direct and indirect associations among mindfulness (awareness and acceptance), spiritual health, perceived spiritual leadership, workplace spirituality, and work–life balance (interference and enrichment).
Design and Methodology: A cross-sectional survey of 437 teachers from schools affiliated with the Catholic Education Council of Thailand used established measures. Data were analyzed using correlations and observed-variable path analysis within a structural equation modeling framework.
Results: The modified model showed acceptable fit (GFI = 1.00, AGFI = .99, RMSEA = .05, CFI = .99, TLI = .97, χ²/df = 2.22). Awareness and acceptance were positively associated with spiritual health, and awareness with perceived spiritual leadership. Acceptance and perceived spiritual leadership were negatively associated with work–life interference. Spiritual health and perceived spiritual leadership were positively associated with workplace spirituality, which was positively associated with work–life enrichment. Significant indirect associations were observed through spiritual health, perceived spiritual leadership, and workplace spirituality.
Conclusion and Implications: The findings identify distinct correlates of work–life interference and enrichment. In faith-based schools, mindfulness, spiritual health, perceived spiritual leadership, and workplace spirituality may represent relevant areas for supporting teacher well-being.
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