Explaining the model of teachers' psychological well-being based on wisdom mediated by humor styles

The aim of this study was to explain the model of psychological well-being based on wisdom mediated by humor styles in teachers. This research was applied in terms of purpose and descriptive-correlational in nature based on the structural equation model. The statistical population included all teachers in Tehran in 1400. The sample was selected by available sampling method and finally 342 teachers answered the questionnaires as a sample. The research instruments included Ryff (1995) Short Form of Psychological Well-Being Questionnaire, Martin (1998) Humor Styles Questionnaire and Ardelt 3D Wisdom Short Form Questionnaire. After executing and completing the questionnaires, the answers were analyzed in SPSS-24 and Amos-24 software. Findings showed that the conceptual model of the research was approved with a suitable fit. Accordingly, there is a positive and significant relationship between psychological well-being and wisdom and adaptive humor styles. There is also a significant negative relationship between psychological well-being and wisdom and uncompromising humor styles. Humor styles play a significant mediating role in the relationship between wisdom and psychological well-being. In fact, wise people make more practical use of affilative and self-enhancing humor styles by building relationships with others and linking to practical concerns. In this way, he raises his self-esteem and builds self-worth, As a result, they develop different dimensions of their psychological well-being.