Subjective Well-being of Teachers in Contemporary Situation: Emotional, Personal and Metacognitive Predictors

Abstract

This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.