School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains

Abstract

We used an explanatory sequential mixed methods design to explore the role of school climate and basic psychological needs in teacher wellbeing. In Study 1, 199 teachers were surveyed. In Study 2, which aimed to elaborate the findings of Study 1, 15 teachers were interviewed. School climate was indirectly associated with teacher wellbeing via psychological need satisfaction. Relationships with students, competency as teachers and mentors, and classroom autonomy, were the most important factors in supporting teacher wellbeing. Results of this study extend theorizing on the key roles played by the school climate and basic needs satisfaction in supporting teachers’ wellbeing.