Teacher's Well-Being - A Premise For The Development Of The Professional Community

Abstract

The educational community is described by numerous changes (due to technological, economic, social, demographic pressures, etc.). Equally extensive are the demands on student performance and the scientific or academic results of teachers in front of whom they need to be sufficiently proactive. Reflections on the education and professional efficiency of teachers are starting points in identifying professional development strategies. The need for safety of the teacher in the educational environment is natural, being assimilated to any other professional environment. Therefore, the teacher's well-being is a variable with immediate effects on his/her professional development. Studies show that teacher's wellbeing is conditioned by his/her worries, among the most varied (personal, professional, economic, social, etc.). Highlighting the dynamic evolution of teacher's concerns (beginner, experienced, with expertise), the study seeks to outline the idea that developing a professional community that facilitates collaboration, sharing ideas and experiences, finding solutions and unitary decisions based on common beliefs is the vision of a securing educational system.

Flourishing in Education: Psychometric Properties of the Flourishing Scale in a Sample of Romanian Teachers

“…The second purpose of the study was to examine the level of flourishing in the case of the group mentioned. It is essential to be aware of and to evaluate the teachers' well-being, given that this has immediate effects on their professional development and the quality of the pedagogical activity [57], and also on the quality of work life [58]. A teacher's academic optimism predicts cognitive and scholastic involvement and, implicitly, the educational aspirations of students [59].…”