ABSTRACT
Teacher well-being remains a critical area of focus due to its significant influence on professionalism in the workplace. This study employs a qualitative method with field research, drawing on primary data from five teachers and secondary sources, including books, journals, and school websites. Data were collected through in-depth interviews with the participating teachers. The findings reveal that teacher well-being plays a vital role in enabling teachers to work professionally. From a Western perspective, well-being is typically measured through three aspects: hedonic, eudaimonic, and chaironic. At Dayah Darul Ihsan, teachers’ well-being is not solely derived from material or external factors but is strongly influenced by the spiritual (chaironic) dimension. As all participants are Muslim and reside in an Islamic boarding school environment, the hedonic and eudaimonic elements are integrated and overshadowed by spiritual well-being. It is this spiritual strength, derived from chaironic well-being, that empowers teachers at Dayah Darul Ihsan to maintain professionalism, serve as role models, and contribute to producing high-achieving graduates.
