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This study investigates the level of well-being of new teachers put in schools in the interior of Sabah by examining career adjustment, culture, and the role of mediators. This survey-based study employs a quantitative methodology. The population of this study consisted of rural primary school teachers from the entire state of Sabah. Using a random sampling technique, a sample of 242 rural teachers was selected for this study. Adapted questionnaires from the Career Adapt-Abilities Scale (CAAS), Mentoring Function Scale (MFS), Mentoring and Personal Learning: Content, Antecedents, and Outcomes (MPL), and Job-related Affective Well-being Scale (JAWS) comprised the research instrument. According to the findings of this study, there is a significant direct effect between self-adjustment and the mentoring programme, and there is a significant direct effect between self-adjustment and the well-being of new teachers in the interior of Sabah. This study demonstrates that a mentoring programme is essential for new teachers to adapt to their careers in rural schools, confront the hardships of rural life, and attain well-being.
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