Barbieri Barbara, Sulis Isabella, Porcu Mariano, Toland Michael D
Department of Social and Political Sciences, University of Cagliari, Cagliari, Italy.
Department of Educational, School and Counseling Psychology, University of Kentucky, Lexington, KY, United States.
Front Psychol. 2019 Aug 21;10:1926. doi: 10.3389/fpsyg.2019.01926. eCollection 2019.
This paper aims to investigate the relationship between Italian teachers' well-being, socio-demographic characteristics and professional background. Using data from the 2015 wave of the Program for International Student Assessment (PISA) we considered information collected by the questionnaire completed by a total of 6,491 teachers in the sampled schools. Moving from existing literature on teachers' well-being, we investigate several aspects related to the teachers' working environment, career motivation and investment, and job satisfaction. We assess the variability in the observed outcomes attributable to school factors and heterogeneity between disciplines. Measurement models are combined in a multilevel setting in order to define teachers' well-being on a broad perspective while accounting for the multiple sources of heterogeneity due to several factors (e.g., discipline, teacher professional background, and individual differences) occurring at different levels of the data structure. In general, results show that the teachers' positive perception of the working environment in terms of availability of adequate human and physical resources, and professional development opportunities, provide a substantial state of well-being at work, and are related to teachers' job satisfaction. Moreover, results highlight the key role of transformational leadership in defining a teacher's well-being. Findings and implications are discussed.
本文旨在研究意大利教师的幸福感、社会人口特征与专业背景之间的关系。利用2015年国际学生评估项目（PISA）的数据，我们考虑了抽样学校中总共6491名教师填写问卷所收集的信息。基于现有关于教师幸福感的文献，我们研究了与教师工作环境、职业动机与投入以及工作满意度相关的几个方面。我们评估了可归因于学校因素的观察结果的变异性以及不同学科之间的异质性。测量模型在多层次框架中进行组合，以便从广泛的角度定义教师的幸福感，同时考虑到数据结构不同层面上由于多种因素（如学科、教师专业背景和个体差异）导致的多重异质性来源。总体而言，结果表明，教师对工作环境在充足的人力和物力资源可用性以及专业发展机会方面的积极认知，能带来相当程度的工作幸福感，并且与教师的工作满意度相关。此外，结果突出了变革型领导在定义教师幸福感方面的关键作用。对研究结果及其影响进行了讨论。
