A Comparative Study on Self-Actualisation Levels Among Primary School Teachers

This study examines the self-actualization levels of 1,520 primary school teachers in the Batang Padang and Muallim district across three school types: National Schools (SK), Chinese National-Type Schools (SJK(C)), and Tamil National-Type Schools (SJK(T)). Using a quantitative approach, data analysis through ANOVA revealed significant differences in overall self-actualization scores among the groups (F(2, 1517) = 79.27, p < .001). Tukey's post-hoc tests confirmed that teachers in SJK(T) reported the highest mean score of 79.91 (SD = 7.73), which was significantly greater than SK (M = 75.54, SD = 6.84) and SJK(C) (M = 72.36, SD = 5.78). Analysis of sixteen sub-components consistently showed higher scores for SJK(T) teachers across traits such as self-acceptance, respect for humanity, creativity, empathy, and positive values. These findings highlight the influence of cultural context and school environment on teachers' self-actualization. The results underscore the importance of developing culturally responsive educational policies and tailored professional development programs to promote teachers’ well-being and holistic growth in diverse, multicultural settings.