PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

Inevitably, the element of stress has always been present within the teaching profession. Consequently, this matter has often raised the question of teachers' subjective well-being. In this study, the predicting roles of self-efficacy and emotional intelligence on subjective well-being, as well as the mediating role of resilience on these relationships were examined. A stratified random sampling was employed to select student teachers from four teacher education institutes in Sabah, Malaysia. Data obtained using self-administered questionnaires comprising of four adapted scales: The Teachers Sense of Self-Efficacy (TSES), the Emotional Intelligence Trait Questionnaire (TEIQUE), the Resiliency Scale and the Satisfaction with Life Scale (SWLS) were analyzed using PLS-SEM. In this study, results showed that self-efficacy was a significant predictor of subjective well-being and resilience significantly mediated this relationship. On the contrary, emotional intelligence was not a significant predictor of subjective well-being. The combined effect of self-efficacy, subjective well-being and resilience explained almost half of the variance in subjective well-being. Additionally, the effect size, f² of self-efficacy on resilience and subjective well-being were both large but emotional intelligence showed a small effect size. Hence, this study showed that subjective well-being could be predicted by self-efficacy and resilience mediated this relationship. Future research that considers a longitudinal study and broadening the samples to include other groups with practicum training is recommended as more in-depth understanding of these coping abilities and subjective well-being can benefit teachers positively.