Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Work-Related Stress and Well-Being of Teachers. An Exploratory Study Within Primary Schools in Italy

Version 1 : Received: 16 February 2023 / Approved: 23 February 2023 / Online: 23 February 2023 (02:45:40 CET)

A peer-reviewed article of this Preprint also exists.

Arbia, G.; Carbone, A.; Stanzione, I.; Szpunar, G. The Work-Related Stress and Well-Being of Teachers—An Exploratory Study within Primary Schools in Italy. Educ. Sci. 2023, 13, 505. Arbia, G.; Carbone, A.; Stanzione, I.; Szpunar, G. The Work-Related Stress and Well-Being of Teachers—An Exploratory Study within Primary Schools in Italy. Educ. Sci. 2023, 13, 505.

Abstract

This study analyses key aspects of the professional life of primary school teachers in a southern European context. In the social changes of last two decades profoundly impacted the well-being of teachers putting a strain on their ability to adapt to sometimes unfair working conditions. For this purpose twenty teachers (M = 38.85; DS = 9.17) were interviewed from different areas of Italy, data were analyzed using the Grounded Theory Method. Through data analysis were summa-rize and emphasize eight core themes. The results show the effects of a gradual impoverishment of the recognition of the role of teacher, highlighting the difficulty for teachers of renegotiating more flexible workload assessments and of reinforcing psycho-emotional skills for the development of a teaching methodology attentive to the psycho-emotional needs of pupils. Schools emerge as a rigid working context, in which a competent organizational function is often absent. Practical psychological implications are discussed.

Keywords

work-related stress; burnout; well-being; teachers; self-efficacy; psychological interrvention; qualitative research

Subject

Social Sciences, Psychology

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