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

• Maria Francesca Trocino ^[1] ; Giovanni Schettino ^[1] ; Vincenza Capone ^[1]
  1. [1] University of Naples Federico II

     University of Naples Federico II

     Nápoles, Italia

     
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 15, Nº. 11, 2025, págs. 234-234
• Idioma: inglés
• DOI: 10.3390/ejihpe15110234
• Enlaces
  • Texto completo
• Resumen

  • 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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