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Volume 24, Issue 151 (9-2025)
Journal of Psychological Science 2025, 24(151): 95-116 |
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Ghaemi F, tabesh R, vahidnia Z, lotfi sarabi F. (2025). A structural model of work-life balance and tolerance for ambiguity with the wisdom of elementary school teachers: The mediating role of happiness. Journal of Psychological Science. 24(151), 95-116.
URL: http://psychologicalscience.ir/article-1-2983-en.html
URL: http://psychologicalscience.ir/article-1-2983-en.html
Associate Professor, Ministry of Health and Medical Education, Tehran, Iran , ghaemifa77@gmail.com
Abstract: (1424 Views)
Background: The concept of wisdom has a long history in philosophical and religious texts, but for about two to three decades, this subject has entered discussions and empirical research in various fields of psychology. Therefore, examining the antecedents of wisdom in teachers and their influential role on students is a new research area aimed at understanding the hierarchy that affects the wisdom and knowledge of teachers, and consequently, students.
Aims: The present research was conducted with the aim of a structural model of work-life balance and tolerance for ambiguity with the wisdom of elementary school teachers: The mediating role of happiness.
Methods: This research is fundamental in terms of its objective and descriptive in terms of method, and it was conducted using structural equation modeling. The statistical population of this research consisted of all primary school teachers in the city of Tehran during the 1404-1403 academic year. A sample of 310 teachers from the elementary level in the city of Tehran was selected using cluster random sampling. In this way, each region was considered as a cluster, and subsequently, 5 regions were randomly selected, from each of which 62 individuals were chosen. To collect data, the Wisdom Scale (Ardelt, 2003), the Work-Life Balance Questionnaire (Wang & Ko, 2009), the Ambiguity Tolerance Questionnaire (McLain, 2009), and the Short Oxford Happiness Questionnaire (Hills, & Argyle, 2002) were used. The collected data were analyzed using SPSS version 28 and AMOS version 28 through Pearson correlation coefficient and structural equation modeling using the maximum likelihood method.
Results: The results obtained from the structural equation modeling showed that the proposed model has a good fit with the data. The results showed that tolerance of ambiguity has a positive and direct effect on wisdom (β= 0.45, P> 0.05). The direct effect of work-life balance on wisdom was significant (β= 0.30, p> 0.05). Ultimately, the direct effect of happiness on wisdom was positive and significant (β= 0.12, p> 0.05). 20% of the variance in happiness is explained by balance in life and work and tolerance for ambiguity. Additionally, 45% of the variance in wisdom is explained by balance in life and work, tolerance for ambiguity, and happiness.
Conclusion: These results indicate that by training the skills of balancing work and family and coping with ambiguous situations, part of happiness can be improved due to the unpredictability of situations and conditions; and that with the perception of superficial happiness, knowledge, virtue, and wisdom can be implemented and operationalized in life.
Aims: The present research was conducted with the aim of a structural model of work-life balance and tolerance for ambiguity with the wisdom of elementary school teachers: The mediating role of happiness.
Methods: This research is fundamental in terms of its objective and descriptive in terms of method, and it was conducted using structural equation modeling. The statistical population of this research consisted of all primary school teachers in the city of Tehran during the 1404-1403 academic year. A sample of 310 teachers from the elementary level in the city of Tehran was selected using cluster random sampling. In this way, each region was considered as a cluster, and subsequently, 5 regions were randomly selected, from each of which 62 individuals were chosen. To collect data, the Wisdom Scale (Ardelt, 2003), the Work-Life Balance Questionnaire (Wang & Ko, 2009), the Ambiguity Tolerance Questionnaire (McLain, 2009), and the Short Oxford Happiness Questionnaire (Hills, & Argyle, 2002) were used. The collected data were analyzed using SPSS version 28 and AMOS version 28 through Pearson correlation coefficient and structural equation modeling using the maximum likelihood method.
Results: The results obtained from the structural equation modeling showed that the proposed model has a good fit with the data. The results showed that tolerance of ambiguity has a positive and direct effect on wisdom (β= 0.45, P> 0.05). The direct effect of work-life balance on wisdom was significant (β= 0.30, p> 0.05). Ultimately, the direct effect of happiness on wisdom was positive and significant (β= 0.12, p> 0.05). 20% of the variance in happiness is explained by balance in life and work and tolerance for ambiguity. Additionally, 45% of the variance in wisdom is explained by balance in life and work, tolerance for ambiguity, and happiness.
Conclusion: These results indicate that by training the skills of balancing work and family and coping with ambiguous situations, part of happiness can be improved due to the unpredictability of situations and conditions; and that with the perception of superficial happiness, knowledge, virtue, and wisdom can be implemented and operationalized in life.
Type of Study: Research |
Subject:
Special
Received: 2025/04/2 | Accepted: 2025/06/5 | Published: 2025/09/19
Received: 2025/04/2 | Accepted: 2025/06/5 | Published: 2025/09/19
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)