Subjective-wellbeing and its relationship with intellectual humility among teachers in public schools in the Kingdom of Saudi Arabia

This study aimed to explore the relationship between subjective well-being and intellectual humility among teachers in public schools in the Asir region of Saudi Arabia. A sample of 166 teachers, with a mean age of 39.58 years (SD = 2.69), participated in the study. Two main scales were used: the Subjective Well-being Scale Watanabe et al. [1] and the Intellectual Humility Scale Abbady and Atta [2]. Data were analyzed using SPSS 26.0, with means, standard deviations, a one-sample t-test, and Pearson’s correlation coefficient calculated. The results revealed high levels of subjective well-being and intellectual humility among teachers, with statistically significant differences at the 0.01 level. A strong and statistically significant positive correlation was found between subjective well-being and intellectual humility (p < 0.01). Despite providing valuable insights, the study has limitations, such as reliance on self-reported data and a sample limited to the Asir region, which may restrict the generalizability of the findings. Future research is recommended to use more diverse samples and mixed-method approaches (quantitative and qualitative) to deepen the understanding of this relationship and develop intervention strategies to support teachers' well-being and professional growth.