Understanding Well-Being in the Classroom: A Study on Italian Primary School Teachers Using the JD-R Model

TL;DR

This study explores factors affecting the well-being of Italian primary school teachers using the JD-R model, finding that job satisfaction and self-efficacy are key.

Contribution

The study applies the JD-R model to identify specific factors influencing teacher well-being in Italy, a less explored area.

Findings

Work self-efficacy positively relates to job satisfaction, which in turn enhances well-being.

Job satisfaction fully mediates the relationship between self-efficacy and well-being.

Work overload and lack of autonomy are negatively linked to teacher well-being.

Abstract

Teaching has always been recognized as one of the professions with the highest risk of burnout, thus highlighting the need to take into account how organizations could promote a “healthier” work life. Accordingly, literature has gone beyond the conceptualization of well-being as merely the “absence of illness” to concluding that it must be regarded as a state of complete health. The current study adopts this theoretical approach to address the limited literature on factors affecting the well-being of Italian primary school teachers. Specifically, responses to a self-report questionnaire completed by 142 Italian primary school teachers showed that work self-efficacy was positively associated with job satisfaction, which in turn was positively related to well-being. Consequently, job satisfaction fully mediated the relationship between self-efficacy and well-being. Furthermore, both work overload and work autonomy were found to be negatively associated with teacher well-being. These findings can inform the design of targeted interventions aimed at enhancing the performance and psychological health of primary school teachers by managing demands and fostering effective resources.

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