Psychological Well-Being of Teachers

Abstract

Psychological well-being is widely recognized an essential component of human life. Numerous studies have looked at the significance of teachers’ well-being for effective professional activity and self-efficacy. However, little is known about how a teacher’s personal and professional characteristics influence their psychological well-being. The purpose of this study was to explore possible determinants of teachers’ psychological well-being, such as professional activity motivation, personal orientation, thinking style, terminological competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level of well-being. The teachers are found to have a moderate level of psychological well-being. It has shown that professional activity motivation has the most important role. Inner motives such as cognitive motives, activity motives, and self-realization goals promote psychological well-being, while external incentives such as communication and confession decrease it. The differences in professional and personal characteristics between teachers with various levels of psychological well-being were identified. Teachers with low levels of psychological well-being reported a greater importance for social approval. However, for those with the highest psychological well-being scores, it is more important to pursue professional development.