This study aims to develop a model by looking at the following factors: social and emotional learning, coping, teacher self-efficacy, and emotional intelligence on teacher well-being towards middle school teachers. Besides, this study also examines selfefficacy as a moderator and hypothesizes a model developed fit with data sample. A cross-section study was used to achieve the desired objective of the study. Data were collected by simple random sampling collection procedures and during face to face survey mode using TWB inventory which consists 5-9 Likert-scales: Teacher Wellbeing Scale, Teacher Efficacy Scale, Social and Emotional Learning Scale for Teachers, Emotional Intelligence Assessment, and COPE. Respondents from 12 schools in Yinchuan (n=458) were involved in the survey. Smart -PLS 4.0 and IBM SPSS 27.0 were used to analyze the date obtained from respondents. Findings reported that social and emotional learning (t=4.779, p..

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