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Journal articles on the topic 'SUBJECTIVE WELL-BEING OF A TEACHER'

Author: Grafiati

Published: 1 July 2021

Last updated: 29 July 2025

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1

Irsyad, Farhah, Yustikarini Saleh Airin, and Safitri Shahnaz. "The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 267–74. https://doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being.

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Farhah, Irsyad, Airin Yustikarini Saleh, and Shahnaz Safitri. "The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 267–74. http://dx.doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being.

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3

Imas Kristiyana, Yosi, Nurhattati Nurhattati, and Kamaludin Kamaludin. "Faktor-Faktor Yang Mempengaruhi Subjective Well-Being Pada Guru SD: Studi Literatur Review." Journal on Education 7, no. 2 (2024): 8846–52. https://doi.org/10.31004/joe.v7i2.7787.

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There are a lot of teachers in Indonesia who still get different incomes due to their various levels or status. In Indonesia, we call it a “honorer” teacher. Having many “honorer” teachers, makes the government should be more attentive in giving the payment as it will increase the subjective well-being of teachers. This research aims to find out some factors that influence the subjective well-being of teachers. Some studies found that the level of subjective well-being in teachers in Indonesia is at a medium to high level. Subjective well-being is an important part of the teacher in doing thei

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Ahmad M. Mahasneh, Juan Hernández-Lalinde, and María Luisa Martínez-Martí. "The Role of Gratitude and Perceived Social Support on Teacher Subjective Well-Being During the Pandemic." Education Specialist 2, no. 2 (2024): 64–73. https://doi.org/10.59535/es.v2i2.325.

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This study aims to analyze the effect of perceived social support and gratitude on teacher subjective well-being of honorary teachers in secondary schools in Madrid during the pandemic. Using a quantitative approach with an ex post facto design, this study involved 202 honorary teachers selected through purposive sampling. The research instruments included the Gratitude Questionnaire, the Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). The results of the analysis using Confirmatory Factor Analysis (CFA) and Struc

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Sri Lestari, Sugeng, and Alif Muarifah. "Work Motivation and Self-Efficacy: Building Subjective Well-Being Teacher Raudhatul Athfal." Al-Athfal: Jurnal Pendidikan Anak 8, no. 1 (2022): 49–60. http://dx.doi.org/10.14421/al-athfal.2022.81-05.

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Purpose – Subjective well-being of a good teacher causes teachers to be more focused, productive, and confident that they can complete teaching tasks regardless of the difficulty. This study aims to determine the effect of self-efficacy and work motivation of teachers on sujective well-being.Design/methods/approach – This quantitative research was conducted by distributing questionnaires to 183 uncertified teachers. Obtained a sample of 118 teachers whose data were taken with area sampling. The measuring instrument used is the work motivation scale, self-efficacy scale, and subjective well-bei

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Manasia, Loredana, Andrei Pârvan, and Melania Macovei. "Towards a Model of Teacher Well-Being from a Positive Emotions Perspective." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (2020): 469–96. http://dx.doi.org/10.3390/ejihpe10010035.

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Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers’ subjective happiness. A cross-sectional quantitative design was applied to a sample o

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Wahib, Abdul. "The Role of Subjective Well-Being Mediation in the Test of the Influence of Teaching Competence on the Organizational Citizenship Behavior of Private Junior High School Teachers." Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman 14, no. 1 (2025): 144–58. https://doi.org/10.54437/urwatulwutsqo.v14i1.2068.

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This research aims to examine the influence of teacher competence on organizational citizenship behavior with the variable subjective well-being as an intervening variable in the hope of contributing to improving the quality of Private Tsanawiah Madrasas, especially in Lumajang Regency. This research is quantitative research with an explanatory research approach (Patel & Patel, 2019), research that explains the causal relationship between research variables through hypothesis testing. Data was obtained from filling out a questionnaire with 101 certified teacher respondents. The research re

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Bagaskara, Arya Dwi, and Mohammad Fauzan. "Pengaruh Efikasi Diri, Kepuasan Kerja, dan Komitmen Profesional terhadap Kesejahteraan Subjektif Guru SD-SMP Nasima Kota Semarang G." Journal Of Administration and Educational Management (ALIGNMENT) 7, no. 1 (2024): 401–10. http://dx.doi.org/10.31539/alignment.v7i1.9104.

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The research aims to analyze and explain the influence of teacher efficacy on subjective well-being, the influence of job satisfaction on subjective well-being, and how professional commitment influences the subjective well-being of Nasima Semarang Elementary and Middle School teachers. This research is a type of explanatory research. The sample for this research was 88 teachers from Nasima Elementary School and Middle School, Semarang City. The data collection method was a Google form questionnaire distributed to all respondents. Next, the data was processed using SPSS version 26. For data an

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Audrey, Mega Larasati Monika. "The Relationship between Teacher Efficacy and Subjective Well-being among Special Education Teachers in Jakarta." International Journal of Education, Information Technology and Others 7, no. 1 (2024): 98–103. https://doi.org/10.5281/zenodo.10472461.

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Being a special education (SLB) teacher requires specialized skills and strong convictions to impart knowledge to students with diverse needs and characteristics. The belief that a teacher can successfully accomplish tasks is closely linked to self-efficacy. High self-efficacy makes one confident in controlling situations and achieving positive outcomes. Similarly, when a teacher strongly believes in their ability to teach students with special needs, they tend to feel more satisfied and happy with the results of their efforts in achieving educational goals. Special Education teachers (SLB) wh

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Umairah, Siti, and Syam Ardhy Dabi Dabi. "Differences in Subjective Well-being Among Special-school Teachers and Regular Teachers in Ternate." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 18, no. 2 (2024): 1585. http://dx.doi.org/10.35931/aq.v18i2.3398.

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<p><em>Improving the quality of human resources in Indonesia, especially in Ternate, a teacher plays a very important role in the field of education and has a strategic position because it is one way to create competent and quality human resources. The aim of the research was to look at the differences in subjective well-being between special school teachers and regular school teachers in Ternate. The subjects were 58 special school teachers and 61 regular school teachers with a total of 117 teachers. Based on statistical test data, the subjective well-being of regular teachers is

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Rosada, Admila. "The Effectivity Of Empathic Love Therapy To Increase Subjective Well-Being And Teacher Readiness In Inclusive School." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (2020): 248–63. http://dx.doi.org/10.14421/al-bidayah.v11i2.282.

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Inclusive education has been done in Indonesia since Law on the National Education System Number 20 the year 2003 is declared. Implementation evaluation of this inclusive education shows that teacher’s readiness in conducting inclusive classroom is still in a low level, whereas the teacher is one of the four pillars in education. The teacher feels hard to facilitate special educational needs children, so influence his/her subjective wellbeing. The education ministry has organized some technical training about inclusive education. Some research shows that the training is only focused on the the

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Gilemkhanova, Elvira, Rezeda Khusainova, Irina Lushpaeva, and Milyausha Khairutdinova. "A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment." Education and Self Development 17, no. 4 (2022): 288–302. http://dx.doi.org/10.26907/esd.17.4.20.

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Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school

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Qisthy, Listia, Riana Sahrani, and Fransisca I. R. Dewi. "RASA SYUKUR, DUKUNGAN SOSIAL DAN KESEJAHTERAAN GURU DI MASA PANDEMI." Jurnal Psikologi 16, no. 1 (2023): 54–62. http://dx.doi.org/10.35760/psi.2023.v16i1.7543.

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During the COVID-19 pandemic, many countries implemented health protocols and implemented lockdowns several times. This causes changes in learning activities, thus requiring special teaching methods. Teachers are required to be creative in conveying material through online (online) learning media. Likewise, teachers and students who initially studied face-to-face are now forced to study from home online. This can cause teachers to feel pressured. Gratitude and social support received (perceived social support) can help teachers overcome the problems they face. This study aims to determine the

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Olena, BONDARCHUK. "SUBJECTIVE WELL-BEING AND PSYCHOLOGICAL HEALTH OF TEACHERS: SOME THEORETICAL AND PRACTICAL ASPECTS." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 11 (2021): 18–22. https://doi.org/10.5281/zenodo.4557081.

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The article deals with the problem of the correlation between subjective well-being and psychological health of teachers. It is shown that the problem of the relationship between subjective well-being and health in general is characterized by both potentially extremely important findings, and also by pivotal research issues and questions. The basic principles of the study of psychological health are determined. The main criteria and indicators of psychological health are highlighted. Groups of factors of subjective well-being of teachers that are directly related to their psychological health

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Basit, Osman. "The Effect of Creative Drama Education on Subjective Well-Being and Self-Efficacy of Preschool Teachers." Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 15, no. 1 (2025): 250–68. https://doi.org/10.17984/adyuebd.1649583.

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For pre-school teachers, subjective well-being and self-efficacy are critically important for creating an effective educational environment that supports the healthy development of children. There are relational studies in the literature on teachers' subjective well-being and self-efficacy. However, no experimental studies have been found in the literature to increase teachers' subjective well-being and self-efficacy. This study examined the effect of drama education on the subjective well-being and self-efficacy of preschool teachers. The research was conducted in a quasi-experimental design

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Masyhuri, Masyhuri, Subhan Ajrin Sudirman, Muhammad Fadhli, and Sabza Gol Qaderi. "Gratitude, Optimism, and Subjective Well-Being: Empowering Honorary Teacher to Thrive Amid Challenges." International Journal of Islamic Educational Psychology 6, no. 1 (2025): 121–36. https://doi.org/10.18196/ijiep.v6i1.25744.

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Honorary teachers in special schools often face complex challenges, both professionally and emotionally, impacting their subjective well-being. This study aims to examine the influence of gratitude and optimism on subjective well-being honorary teachers teaching in special schools. This quantitative study uses an ex post facto approach with multiple linear regression tests. The samples size in the study was 152 honorary teachers teaching in special schools, selected using cluster random sampling techniques. The measuring instruments used were a modification of the Gratitude Scale (α = .789), a

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Suldo, Shannon M., Allison A. Friedrich, Tiffany White, Jennie Farmer, Devon Minch, and Jessica Michalowski. "Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation." School Psychology Review 38, no. 1 (2009): 67–85. http://dx.doi.org/10.1080/02796015.2009.12087850.

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Yazid Nugraha, Akhmad, Airin Yustikarini Saleh, and Shahnaz Safitri. "Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator." Jurnal Pendidikan Progresif 13, no. 1 (2023): 39–52. http://dx.doi.org/10.23960/jpp.v13.i1.202304.

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Izdenczyová, Nikoleta. "Burnout and subjective well-being of teachers." e-Pedagogium 12, no. 1 (2012): 46–60. http://dx.doi.org/10.5507/epd.2012.005.

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Gluyas Fitch, Rosa Isela, Yutzil Tania Cadena Pedraza, María del Carmen Romero Sánchez Sánchez, and Monica Georgina Cinco Basurto. "Measuring the Subjective Well-being of Teachers." Journal of Educational, Health and Community Psychology 6, no. 3 (2017): 25. http://dx.doi.org/10.12928/jehcp.v6i3.8316.

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Zhou, Da, Jinqing Liu, Guizhen Ye, Ting Wang, Xiaogang Xia, and Jian Liu. "Relationships among Problematic Smartphone Use, Mathematics Achievement, Teacher–Student Relationships, and Subjective Well-Being: Results from a Large-Scale Survey in China." Behavioral Sciences 12, no. 11 (2022): 454. http://dx.doi.org/10.3390/bs12110454.

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This study examined the mediating role of mathematics performance and the moderating role of teacher–student relationships on the effects of problematic smartphone use on students’ subjective well-being. Through probability proportionate to size sampling (PPS), a total of 20,321 fourth graders from a city in central China were invited to complete a paper-based mathematics achievement test and an online questionnaire survey, including demographic information, problematic smartphone use, subjective well-being, and teacher–student relationship scales. The results showed that: after controlling fo

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Sagita, Dony Darma, Sari Wardani Simarmata, Uliya Khoirun Nisa, and Luis Santos. "Determinants of Early Childhood Teachers' Subjective Well-being in Indonesian Archipelagic Regions: A Demographic and Social Factors Analysis." Journal of Islamic Education Students (JIES) 5, no. 1 (2025): 72. https://doi.org/10.31958/jies.v5i1.15052.

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This study aims to analyze demographic and social factors that influence Subjective Wellbeing (SWB) of PAUD teachers in the archipelago. The research method uses a quantitative approach with a cross-sectional design, the research sample is 223 teachers. The sampling technique uses convenience sampling. The instrument used is the Teacher Subjective Wellbeing Questionnaire (TSWQ). The results showed that all demographic variables, namely age, gender, education level, and teaching experience, have a positive and significant relationship to SWB, with education level being the strongest predictor a

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Poulou, Maria S. "Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being." School Psychology International 41, no. 6 (2020): 499–521. http://dx.doi.org/10.1177/0143034320951911.

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This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM

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Nurkhayati, Ayu, Ardiansyah Ardiansyah, and Hafifatul Aulia Rahmy. "Role of Organizational Commitment Means on Subjective Well-being in Honorary Teachers of Private Maadrasah Ibtidaiyah." Requisitoire Law Enforcement 16, no. 2 (2025): 34–41. https://doi.org/10.59651/relae.v16i2.233.

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The low income as an honorary teacher, along with various other challenges, does not diminish the strong organizational commitment observed among honorary teachers. This study aims to understand the meaning of commitment among honorary teachers in private elementary schools using a qualitative method with an interpretative phenomenological analysis approach. Data collection was conducted through semi-structured interviews with five teachers who have served for over five years. The findings indicate that commitment is perceived as a sense of responsibility and a heartfelt dedication, intended s

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Schmidt, Andrea, Judith Dirk, and Florian Schmiedek. "The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (2020): 64–74. http://dx.doi.org/10.1026/0049-8637/a000220.

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Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration

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Sagita, Dony Darma, Sari Wardani Simarmata, Novi Eka Saputri, Saddam Fathurrachman, and Kurnia Sari Kasmiarno. "Improving The Subjective Well-Being Of Kindergarten Teachers: A Strategic Step Towards Achieving The SDGs On Education And Welfare." Educational Guidance and Counseling Development Journal 7, no. 2 (2024): 103. https://doi.org/10.24014/egcdj.v7i2.33416.

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This study aims to analyze the Subjective Well-Being (SWB) of kindergarten teachers in DKI Jakarta and its implications for the quality of early childhood education in achieving the Sustainable Development Goals (SDGs). We employed a quantitative descriptive approach, surveying a sample of 380 kindergarten teachers in DKI Jakarta. To measure aspects of self-satisfaction, positive affection, and negative affection, we utilized the Teacher Subjective Wellbeing Questionnaire (TSWQ). The results indicated that 68.6% of teachers reported a moderate level of SWB, while 16.2% fell into the low catego

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omariba, Sr Jackline mokeira, Joyzy Pius Egunjobi, and Gichimu Wangari Elizabeth. "Relationship between Psychological Job Demand and the Subjective Well-being among Teachers in Public Secondary Schools in Kisii Central Sub-County, Kisii County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 433–41. http://dx.doi.org/10.47772/ijriss.2024.809038.

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The study investigated the relationship between psychological job demand and the subjective well-being among teachers in Kisii central sub-county, Kenya. The study was grounded on the self-determination theory of motivation and the demand-control-support theories, it adopted a correlational research design. A total sample of 194 participants was selected using simple random and purposive sampling techniques. quantitative data were collected using the 17-item demand-control-support questionnaire and a 24-subjective well-being questionnaire. Quantitative data were analyzed using descriptive stat

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Katamadze, Davit, Ketevan Beridze, Nino Rusieshvili, and Lizi Vekua. "PARTNERSHIP RELATIONS AND THE FEELING OF SUBJECTIVE WELL-BEING." Innovative economics and management 11, no. 2 (2024): 17–30. http://dx.doi.org/10.46361/2449-2604.11.2.2024.17-30.

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Davit Katamadze E-mail: datoqatamadze@gmail.com Assistant Professor of Batumi Shota Rustaveli State University Georgia, Batumi https://orcid.org/0009-0008-8815-1167 Ketevan Beridze E-mail: k.beridze@bsu.edu.ge Professor of Batumi Shota Rustaveli State University Georgia, Batumi https://orcid.org/0000-0001-6268-7037 Nino Rusieshvili E-mail: niniarusieshvili@gmail.com Teacher, Master of Clinical Psychology, BSU, special teacher of psychology clinic Georgia, Batumi https://orcid.org/0009-0002-6370-5553 Lizi Vekua E-mail: vekualiza10@gmail.com Batumi Shota Rustaveli State University, Third year st

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Shuai, BaLi. "Influencing Factors and Improvement Strategies for Rural Teachers’ Subjective Well-being: A Contemporary Analysis." IRA International Journal of Education and Multidisciplinary Studies 18, no. 1 (2022): 17. http://dx.doi.org/10.21013/jems.v18.n1.p3.

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Teacher well-being is not only an endogenous source of motivation to promote teachers’ professional development, but also an important goal to be pursued by teachers, and a major factor determining the quality of rural education. Based on the existing literature, this paper distils the influencing factors of rural teachers’ subjective well-being and explores the interaction mechanism among them, from strengthening the balancing role of the government, playing the supporting role of the society, enhancing the strengthening role of the school, and calling for the strengthening role of the school

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Szulc-Kurpaska, Małgorzata, and Sabina A. Nowak. "Can We Modify Teacher Mindsets: Towards Well-being in Education." Theory and Practice of Second Language Acquisition 10, no. 2 (2024): 1–37. http://dx.doi.org/10.31261/tapsla.13280.

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Following the impact of positive psychology on education, the term well-being has recently received more attention. However, there is not much research devoted to practical aspects of developing well-being. The studies that exist focus on mindset of novice (Dweck, 2014b) or pre-service teachers (Irie, Ryan, & Mercer, 2018; Haukås & Mercer, 2021). Therefore, there is still much to be done as far as teacher training and well-being development (TT&WD) is concerned. Inspired by Maslow’s study (1943) on self-actualised people, the main aim was to present characteristic features of growt

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Maulidina, Syifa, and Iswiniarti. "Relationship Between Job Satisfaction and Well Being in Employees: Systematic Review." International Journal of Educational and Psychological Sciences 3, no. 3 (2025): 259–70. https://doi.org/10.59890/ijeps.v3i3.50.

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Well-being is a person's condition in which they feel and how a person can function properly on a personal and social level and how a person assesses their life as a whole. Job satisfaction is a positive feeling or emotional condition of employees in carrying out their duties, which can describe the general level of satisfaction with their work. This systematic review of reviews. Analyze the relationship of job satisfaction with various forms of well-being such as psychological, mental, subjective and teacher well-being. The review results show that job satisfaction affects employee well-being

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García-Moya, Irene, Fiona Brooks, Antony Morgan, and Carmen Moreno. "Subjective well-being in adolescence and teacher connectedness: A health asset analysis." Health Education Journal 74, no. 6 (2014): 641–54. http://dx.doi.org/10.1177/0017896914555039.

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Hapsari, Iriani Indri, Aulia Iskandarsyah, Poeti Joefiani, and Juke R. Siregar. "Subjective well being children with ADHD." Jurnal Konseling dan Pendidikan 9, no. 2 (2021): 129. http://dx.doi.org/10.29210/157500.

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Identifying how subjective well-being is based on the perceptions of children with ADHD itself and to find out what aspects show children with ADHD are feeling their well-being and what aspects show children with ADHD have not developed their well-being its important to be known. The child's voice is important and is the most accurate data in showing what the child feels themselves include about their subjective wellbeing. Case study qualitative research methods by interview with a sample of 44 children comprising 3 females, 41 males (age 8-12). Data analysis was using thematic analysis with N

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Ma., Gloria G. Greganda, Rimas-Tayao PhD Marilou, M. Reyes Hanzen, and P. Alegros Necitas. "Subjective Well-Being of Faculty and Students of Psychology and Education Departments of Pamantasan Ng Cabuyao during Covid- 19 Pandemic." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 03 (2024): 969–76. https://doi.org/10.5281/zenodo.10795853.

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Before the pandemic, teachers were comfortable with the educational system. The pandemic has lowered teacher’s perceptions of well-being in the face of their work, raising fears about their future careers. During this time of pandemic, sex, length of service, well-being, sense of teaching challenges, and outlook have proven to be predictors of professional well-being. The study’s findings will be used by the researchers to develop an action plan for the university to increases and sustain faculty members’ professional and social well-being, as well as improve emotional manage

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GÜLER, Hüseyin, and Ahmet Ayık. "The mediating role of subjective well-being in the relationship between ethical leadership behaviors of school principals and organizational cynicism according to teacher perceptions." Edelweiss Applied Science and Technology 9, no. 1 (2025): 595–613. https://doi.org/10.55214/25768484.v9i1.4185.

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This study examined the mediating role of subjective well-being in the relationship between school principals ‘ethical leadership behaviours and organisational cynicism according to teachers’ perceptions. Relational survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of teachers working in primary and secondary schools in Tuşba district of Van province of Turkey in 2022-2023 academic year. The sample group of the study consisted of 430 volunteer teachers determined by ‘stratified sampling’ method, which is one of the non-probabil

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Rahmiyati, Evi, Hida Yatul Izzah, Abu Bakar, and Nurhasanah Nurhasanah. "Gambaran Subjective Well-Being pada Mahasiswa yang Bekerja pada Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Syiah Kuala." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 1 (2024): 917–26. http://dx.doi.org/10.62775/edukasia.v5i1.895.

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One of the factors that influences subjective well-being in working students is their ability to divide their time, attention and energy equally between studies, personal life and work. This research aims to determine the subjective well-being picture of students who work at the Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh. This research is quantitative research. The population of this study were all FKIP students at Syiah Kuala University who studied while working. This research sample consisted of 73 students, with a sampling technique using total sampling. D

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Zach, Sima, and Varda Inglis. "The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students." Journal of Cognitive Education and Psychology 18, no. 1 (2019): 52–66. http://dx.doi.org/10.1891/1945-8959.18.1.52.

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The aim of this study was to portray a model that describes the relationships between personality traits, life satisfaction, positive and negative affects, stress, and academic achievements among physical education teacher education students. Participants were 173 first-year students. Four questionnaires were used to collect data: The Big Five Personality Inventory; the five-item Satisfaction with Life Scale; the Positive and Negative Affect Schedule; and the Perceived Stress Scale. In addition, the students' average grades were calculated. A Structural Equation Modeling for analyzing the stru

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Thohiroh, Hasna, Langgersari Elsari Novianti, and Whisnu Yudiana. "Peranan Persepsi Dukungan Sosial terhadap Kesejahteraan Subjektif di Sekolah pada Siswa Pondok Pesantren Modern." Psympathic : Jurnal Ilmiah Psikologi 6, no. 2 (2019): 131–44. http://dx.doi.org/10.15575/psy.v6i2.5323.

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Social support is important to predict subjective well-being in school for students, especially support from friends, parents, and teachers. Students who study at Modern Islamic Boarding, they interact with friends and teachers more often than with parents. The purpose of this study to examine the role of perceived social support from friends, parents, and teachers to enhace subjective well-being in school, and also with each dimension of subjective well-being in school, school satisfaction and affect in school. Participants in this study (N = 264) were a junior high school in grades 7 and 8 i

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Bortes, Cristian, Susanne Ragnarsson, Mattias Strandh, and Solveig Petersen. "The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence." Journal of Youth and Adolescence 50, no. 5 (2021): 992–1002. http://dx.doi.org/10.1007/s10964-021-01413-3.

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AbstractThe well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents’ subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11–12 (ages 17–18). The study also investigated variation in th

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Lina Nikmatul Karimah. "SUBJECTIVE WELL-BEING PADA GURU TK MASYITOH IV LAWEYAN SURAKARTA." Jurnal Sosial Humaniora dan Pendidikan 2, no. 1 (2023): 52–65. http://dx.doi.org/10.55606/inovasi.v2i1.903.

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This study aims to look at the general description of subjective well-being in terms of cognitive and affective aspects, and the contribution of the factors forming subjective well-being to the level of subjective well-being in TK Masyitoh IV Laweyan Surakarta teachers. Subjective well-being is explained as a person's subjective evaluation of his life, including overall satisfaction with life which is characterized by high positive affect and low negative affect (Diener, 1984). The method used in this study was a qualitative method, using semi-structured interviews. The main informants in this

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Nováková, Janka, and Oľga Orosová. "Consequences of the COVID-19 Pandemic on Teachers and Teacher Students’ Well-Being : Nominal Group Technique." New Educational Review 73, no. 3 (2023): 11–21. http://dx.doi.org/10.15804/tner.23.73.3.01.

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Aim: Examine the consequences of the COVID-19 pandemic on the well-being of teachers (TW) and teacher students (TSW). Method: Nominal Group Technique (NGT) applied in a group of teachers (TG) (n = 23, 100% women, mean age 31.4) and teacher students (TSG) (n = 18, 83.3% women, mean age 21.6). Results: 27 consequences on TW and 21 consequences on TSW found. The highest consensus of 65.2% in the severity of negative consequences on TW was found in the subjective dimension (fear for loved ones) and 56.2% in the severity of positive consequences on TW in the social dimension (spending time with fam

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Krapchetova, O. S., N. I. Chernetskaya, and E. G. Shchukina. "REVISITING THE ISSUE OF CONTENT AND MANIFESTATIONS OF THE PSYCHOLOGICAL WELL-BEING OF THE TEACHER." Pedagogical IMAGE 17, no. 1 (2023): 68–90. http://dx.doi.org/10.32343/2409-5052-2023-17-1-68-90.

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Introduction. The article focuses on the problematics of psychological well-being of a person as a complex construct. Theoretical and empirical works prove that the psychological well-being of teachers is interconnected with both the academic achievements of students and the educational environment. In the scientific literature, this phenomenon is considered, among other things, as a factor in the psychological safety of the educational environment. Materials and Methods. More than 400 educators from 21 preschool educational institutions of the Transbaikalia and Irkutsk region participated in

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Skachkova, Lyudmila, and Lyudmila Klimenko. "Subjective well-being of teachers in modern Russian universities." SHS Web of Conferences 72 (2019): 03044. http://dx.doi.org/10.1051/shsconf/20197203044.

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Based on applied research, the article analyzes the indicators of subjective well-being of scientific and pedagogical workers of leading Russian universities. The empirical basis of the study is the results of 8 focus groups with the participation of over 60 university employees and the data of a mass survey of 246 teachers from federal universities. The concept of research on subjective well-being includes the study of a person's cognitive affective assessment of various aspects of his life. The results of the study show that among the university staff surveyed, situational positive emotions

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Urhahne, Detlef, and Mingjing Zhu. "Accuracy of teachers' judgments of students' subjective well-being." Learning and Individual Differences 43 (October 2015): 226–32. http://dx.doi.org/10.1016/j.lindif.2015.08.007.

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Volkova, Elena N., Oksana M. Isaeva, Yulia E. Makarevskaya, and Arina V. Kisel. "Model of the Preschool Teachers’ Professional Well-Being." Integration of Education 28, no. 2 (2024): 282–301. http://dx.doi.org/10.15507/1991-9468.115.028.202402.282-301.

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Introduction. Managing the lifelong learning environment requires a certain understanding of the educational needs and demands of learners of different categories. However, there is not The professional well-being of preschool teachers is sufficiently understudied, and operational models of professional well-being have not yet been built. The aim of the study is to develop a model of professional well-being of preschool teachers and to assess the quality of this model through empirical testing. Materials and Methods. The study involved 818 teachers aged 19‒74 with work experience ranging from

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Kukuev, E. A., I. V. Patrusheva, and O. V. Ogorodnova. "Subjective Well-being of Parents in an Inclusive School." Психологическая наука и образование 29, no. 2 (2024): 50–64. http://dx.doi.org/10.17759/pse.2024290204.

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<p>The article is devoted to the study of the motivation and readiness of teachers to implement the target model of mentoring in order to identify and evaluate the factors influencing this process. We considered theoretical foundations of the organization of mentoring, possible approaches to the study of strategies for the behaviour of teachers during its implementation, and gave the characteristics of their manifestations. The results of study were obtained on a sample of teachers from 4 secondary schools in one of the districts of Saint Petersburg. We used the methods &ldquo;Motiva

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Wei, Mei-Hue. "Multiple Abilities and Subjective Well-Being of Taiwanese Kindergarten Teachers." Social Behavior and Personality: an international journal 41, no. 1 (2013): 7–16. http://dx.doi.org/10.2224/sbp.2013.41.1.7.

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In this study I analyzed self-rated subjective well-being and multiple abilities of 1,200 Taiwanese kindergarten teachers who came from various backgrounds. Results showed that levels of social intelligence, practical intelligence, and teaching efficacy were significantly higher for the kindergarten teachers who were married than they were for the kindergarten teachers who were not married. In addition, kindergarten teachers who had religious beliefs scored significantly higher on the scale of subjective well-being than did those who had no religious beliefs. Furthermore, the results indicated

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Tareke Zewude, Girum, and Maria Hercz. "The Role of Positive Psychological Capital in the Prediction of Teachers’ Well-being Mediated Through Motivation: A Review of Literature." Athens Journal of Health and Medical Sciences 9, no. 4 (2022): 245–64. http://dx.doi.org/10.30958/ajhms.9-4-4.

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Based on the self-determination and positive psychology theory, teachers’ motivation links the relationship between psychological capital and teacher well-being and discusses their theoretical and practical benefits. It is argued that the scientific literature from wide-ranging and diverse studies on teachers’ well-being in elementary and secondary school focused on the pathological lens and healing specific disorders under a variety of life course threatening conditions across cultural contexts. Seligman (2011) criticised that mental health professionals and psychologists gave much prominence

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Kagermazova, L. S., and S. V. Velieva. "Subjective Well-Being of Primary School Children Through the Prism of Family Relations." Innovative science: psychology, pedagogy, defectology 8, no. 2 (2025): 9–17. https://doi.org/10.23947/2658-7165-2025-8-2-9-17.

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Introduction. The regulation of life activity of children of primary school age, as well as their development, in this period still depends on parents, despite the presence of a new reference adult - the teacher. It is in the process of "parent-child" interaction that the foundation of further subjective and psychological well-being of the child is laid, which makes it necessary to study this topic.Objective. Detailed understanding of the influence of family on the subjective well-being of primary school childrenSubjective and psychological well-being of junior schoolchildren. Subjective well-

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Shisilia, Syaharani Galuh, and Mimbar Oktaviana. "Pengaruh Regulasi Emosi Terhadap Subjective Well-Being pada Guru SLB." Journal on Education 6, no. 4 (2024): 21576–88. http://dx.doi.org/10.31004/joe.v6i4.6073.

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This study aims to determine whether there is or there is no emotional regulation that affects the subjective well-being of Special School teachers in Surabaya. The population and sample in this study are all SLB teachers who meet the criteria of six Special schools in Surabaya. The Design research used in this research is non-experimental quantitative analysis. The method used in this study is a simple linear regression test to see whether emotional regulation affects subjective well-being or not. The total sample collected in this research is using purposive sampling. The instruments of emot

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