<p>Educators play a pivotal role in shaping the minds of future generations, fostering their growth and development into valuable societal assets. This study investigated the relationships between progressive personality, self-transcendence, and eudaimonic well-being in qualified teachers, with meaning in life as a potential mediator. Employing a descriptive-correlational design, the study targeted all qualified teachers within Ahvaz, Iran, during the year 2023. A stepwise cluster sampling technique was utilized to select a representative sample of 264 teachers. Data collection instruments included questionnaires measuring progressive personality, self-transcendence, eudaimonic well-being, and meaning in life. Statistical analysis relied on descriptive statistics, Pearson’s correlation coefficient, and structural equation modeling (SEM). The analysis revealed significant positive correlations (<i>p</i> &lt; 0.01) among the variables. Specifically, eudaimonic well-being was positively related to both progressive personality and meaning in life. Self-transcendence was also positively associated with meaning in life, which, in turn, was positively related to progressive personality. Bootstrapping analysis confirmed that meaning in life significantly mediated the relationships between both self-transcendence and progressive personality, and eudaimonic well-being and progressive personality (<i>p</i> &lt; 0.01). These findings supported the proposed model’s fit to the data.</p>