A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment

Abstract

Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers' well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone. Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.

Exploring the impact of modeling in science education: A systematic review

“…The authors designed competency map to solve the task of developing conceptually new cognitive models and algorithms for a comprehensive assessment of digital competencies of teachers. Gilemkhanova et al (2022) developed a model of subjective well-being of a teacher in the context of socio-cultural expectations and risks of teachers' professional activities. Kasprzhak et al (2022) identified instructional leadership models.…”

The relationship between the environmental safety of the school educational environment and teacher burnout

“…According to the UNESCO resolution, it is the study of safety and well-being in education that is an important area of scientific research and field of practical application, through which the human right to wellbeing is realised. The key role of the safety of the educational environment is determined by the well-being of the teacher, who shapes this environment and ensures the well-being of students in it; there are studies confirming a significant relationship between school safety and teacher well-being [10].…”