| Abstract [eng] |
By the end of the COVID-19 pandemic, some teachers felt so exhausted that they reached a breaking point and decided to change their profession because they felt unwell as teachers (Doan et al., 2023; Marshall et al., 2022). The Ministry of Education, Science and Sport of the Republic of Lithuania (2023) acknowledges that there is a shortage of qualified teachers in Lithuania. It is argued that countries facing teacher shortages should make the creation of teacher well-being a priority in education (Bertieaux et al., 2024; Doan et al., 2023; See et al., 2024). The object of this master’s thesis is the development of opportunities to enhance teacher well-being. The study aims to reveal the opportunities for developing teacher well-being in a general education school. To achieve this aim, the following objectives were formulated: to justify the theoretical assumptions of teacher well-being in general education schools; to substantiate the methodology of researching teacher well-being promotion opportunities; and to identify these opportunities from the perspectives of both teachers and school leaders. The research methods applied include scientific literature analysis, document analysis, semi-structured interviews, and qualitative content analysis using the MAXQDA Analytics Pro 24 software. The literature review revealed that teacher well-being is an individual state, related to one's professional experience, encompassing at least several dimensions such as cognitive, subjective, social, physical, and psychological. A theoretical model was developed, illustrating the interaction between factors determining teacher well-being and the opportunities that support its development in the school context. The study shows that personal factors influence well-being, and thus, in order to enhance it, teachers should take advantage of available opportunities, such as professional development and seeking relaxation methods. Furthermore, environmental factors – such as the presence of supportive students, their parents, and a safe physical environment – also play a role. Improving well-being should also be linked with fostering a positive school climate through encouraging collaboration and motivating professional growth. Teacher well-being is also influenced by educational policy and broader societal context. Policymakers are advised to listen more to teachers’ opinions, provide teachers with more opportunities to care for their health, while society as a whole should show greater support and respect. The analysis of interviews with teachers and school principals confirmed that teacher well-being is a multidimensional phenomenon composed of various interrelated components. The findings indicate that teacher well-being is strongly tied to the personal efforts of the teacher. A teacher who is positively minded and confident is more likely to benefit from the support of those around them. The role of school administration is also emphasized, e.g.: offering help in solving problems, organizing individual consultations, reducing bureaucracy and work-related demands, placing trust in teachers, and providing autonomy. To promote a positive school climate, schools are encouraged to officially document climate-related goals, organize informal community-building activities. Students also play an important role in teacher well-being: their engagement in classroom activities, adherence to agreements, respectful attitudes, and empathy are essential. Teachers should organize activities that strengthen their relationship with students. Likewise, the involvement of students' parents matters, e.g.: cooperation, and mutual respect are fundamental. At the same time, teachers should actively encourage parents to take part in the educational process. The role of educational policymakers includes consulting teachers before implementing reforms and offering support afterward. They should promote teacher health, ensure more autonomy in the teaching process, provide fair remuneration, and enhance teacher evaluation systems. Society should express respect toward teachers, increase the prestige of the teaching profession – particularly with the help of media – and highlight the positive aspects of teaching. This master’s thesis consists of an introduction, three main parts (a review of the scientific literature, methodological justification, and empirical research analysis and summary), followed by conclusions, recommendations, and appendices. The thesis comprises 105 pages, 30 figures, 3 tables, and 7 appendices. |
