The Mediating Role of Financial Stress in the Relationship Between Financial Goals and Teacher’s Well-Being

This study examines the relationships between Financial Goals (FG), Financial Stress (FS), and Teachers' Well-being (TWB) in educational settings, exploring the mediating role of financial stress in the association between financial goals and teachers' well-being. A quantitative research design with a causal descriptive approach is employed, utilizing structural equation modeling to analyze the mediation model. The research sample comprises 142 participants selected through convenience sampling during the 2023-2024 academic year. Findings reveal a significant positive relationship between financial goals and teachers' well-being, with financial stress mediating this association. The study supports theoretical frameworks such as Self-Determination Theory (SDT), Conservation of Resources (COR) Theory, and the Job Demands-Resources (JD-R) Model in understanding financial factors' impact on well-being outcomes among teachers. Statistical analyses include descriptive statistics, structural equation modeling using IBM SPSS Statistics 22 and Amos Graphics, and model fit assessments based on various indices. The study underscores the importance of addressing financial stress to enhance teachers' overall well-being and provides recommendations for supporting educators' financial management and well-being. The research contributes to the understanding of financial well-being in educational contexts and emphasizes the significance of interventions targeting financial stress to improve teachers' well-being outcomes. Financial Goals, Financial Stress, Teachers' Well-being, Structural Equation Modeling, Educational Settings.