Psychological wellbeing in teachers. Study in teachers of early childhood and primary education

Abstract

Recently, there has been a growing interest in emotional wellbeing, even from the early stages of education. In order to work wellbeing among the students it is essential to analyze the wellbeing of the teachers who are teaching and working with the children. This study examines psychological wellbeing in early childhood (0-6 years) and primary school teachers (6-12 years). The study comprised 236 early childhood and primary school teachers - 76 men (32.2%) and 160 women (67.8%) - with ages ranging from 25 to 61 years (average 37.69 years - s.d.=2.47). The study examined psychological wellbeing (happiness, eudemonic wellbeing, self-esteem, and life satisfaction) and several sociodemographic variables (gender, age, years in the job, type of contract, and educational stage). Participants answered an ad-hoc sociodemographic questionnaire and subjective happiness, eudemonic wellbeing, self-esteem, and life satisfaction standard questionnaires. Early childhood schoolteachers yielded higher wellbeing-related scores. All the wellbeing-related variables were found to be correlated with one another, except for happiness and self-esteem. Teachers working in different educational stages were found to yield significantly different wellbeing-related scores. For the first time, network analysis revealed differences in the associations of the variables under study among Early Childhood Education and Primary Education teachers. Thus, while happiness and satisfaction with life were found to be correlated in both groups, stronger correlations between self-esteem and eudaimonic wellbeing were found in early childhood education teachers, while in primary education teachers the correlation was with satisfaction with life, which indicates that early childhood teachers present greater spiritual and existential understanding, leading to eudaimonic wellbeing. These differences between educational stages are considered greatly significant. It was concluded that more research is needed, ideally with broader and longitudinal studies, to understand and describe the relationship between personal and even structural variables and wellbeing.

Keywords: Early childhood education; Eudemonic wellbeing; Happiness; Life satisfaction; Primary education; Psychological wellbeing; Self-esteem; Teachers.

Fig. 1

Network analysis between the constructs under analysis Note: Each line (border) represents the partial correlation between two variables, and thickness reflects magnitude.

Fig. 2

Graph of centrality.