Factors Associated with Life Satisfaction among Teachers Working in Primary Education

In recent years, there has been an increasing amount of literature on teaching well-being. Reasearch has identified two broad aspects of subjective well-being, i.e. and affective component, which is usually divided into pleasant affects and unpleasant affects, and a cognitive component, which is referred to as life satisfaction. Current research points out that, in order to be effective in the educational classroom activities and in order to have a sense of self-fulfillment, teachers must acquire and maintain well-being. It has been argued that well-being improves teachers’ability to interact with students, teach concepts, face psychological, educational and social challenges, and avoid burnout. Furthermore, the physical, emotional, and social health of teachers is a shared responsibility and a critical component of student learning. Therefore, addressing teacher well-being is a key step in school-wide well-being programs to promote student well-being, motivation, achievement, and success. This study aimed to investigate the factors associated with life satisfaction among Romanian teachers working in primary education. Participants (N = 62; age range: 24-54) completed the Romanian versions of Satisfaction With Life Scale (SWLS; Diener et al., 1985), Big Five Inventory (BFI; John, Donahue, & Kentle; 1991), and Teacher Self-Efficacy Scale (TSES; Schwarzer, Schmitz, & Daytner, 1999). Correlational data provided full/partial support for working hypotheses. Some practical implications are discussed.