<![CDATA[The well-being of teachers in East Java has not yet reached an ideal state due to a complex interplay of internal and external factors. Although teachers play a strategic role in education and social development, many face financial pressures, excessive workloads, and minimal institutional support. Consequently, these conditions negatively impact teachers’ motivation, performance, and quality of life. Using a quantitative approach and Structural Equation Modeling-Partial Least Squares (SEM-PLS), this study examined the effects of economic rationality, workload, and organizational support on teacher well-being, with professional competence as a mediating variable, among senior high school economics teachers in East Java. Data were collected from a sample teachers drawn through multistage random sampling from a population of 3,878 economics teachers, using a validated five-point Likert-scale questionnaire. The results show that economic rationality had no significant direct effect on well-being (β = 0.069; p = 0.054), but became significant when mediated by professional competence (β = 0.084; p < 0.001). Workload exerted the strongest direct effect on well-being (β = 0.449; p < 0.001), followed by professional competence (β = 0.416; p < 0.001) and organizational support (β = 0.130; p = 0.008). Workload and organizational support also had significant indirect effects on well-being through professional competence (β = 0.141 and β = 0.195, respectively; both p < 0.001). The model explained 68.5% and 83.9% of the variance in professional competence and teacher well-being, respectively.]]>
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