Quality of life of teachers: Ways to improve subjective well-being

Abstract

Introduction. The quality of life of teachers is increasingly considered a key indicator of the sustainability of the education system and a prerequisite for its development. New challenges and trends in educational renewal have significantly complicated the work of teachers, increasing demands on them and introducing numerous stress factors. Currently, there is a wide variety of interpretations of quality of life, methods for measuring it, and the indicators measured, especially those taking into account the specifics of various social and professional groups. There is, however, a clear lack of research data on the quality of life of Russian teachers. This study aims to identify methodological approaches to studying teachers’ quality of life and to substantiate the authors’ model, which draws on their accumulated measurement experience and reflects the specifics of Russian education.

Materials and Methods. The study involved 125 general education school teachers from various regions of Russia, selected via random sampling to participate in online surveys. The instrument was developed using a qualimetric approach, adapting methods such as SWLS, PANAS, BPNS, PERMA-Profiler, and WHOQOL-BREF. The developed questionnaire enabled identification, analysis, and ranking of relevant factors shaping teachers’ subjective quality-of-life assessments, alongside the latent constructs underlying these assessments.

Results. The analysis revealed strong positive correlations between indicators of satisfaction with socio-professional self-realization, satisfaction with support from the administration, and satisfaction with working conditions. Moderate correlations were found between personal well-being and financial incentives. The results of the study indicate systemic problems in school education: excessive workload and job duties disproportionate to salary levels, uncomfortable working conditions, and a lack of systematic support from the administration. However, while critically assessing the quality of their lives, teachers demonstrate a high level of optimism, dedication to the profession, and readiness for professional development. The main factor reducing the subjective well-being index is the social and administrative undervaluation of teachers’ work, which creates a stable imbalance between subjectively assessed contribution and received recognition. Subjectively perceived well-being of teachers is at risk: many survey participants noted the impact of high stress on health and emotional state, which requires the development of burnout prevention programs, psychological support, and workload optimization. The article presents two alternatives for scientific discussion: maintaining the current system of teacher quality-of-life assessment, focused on objective, primarily quantitative indicators, or shifting towards purposefully creating comfortable working conditions and measuring subjectively perceived quality of life.

Discussion and Conclusion. The findings may interest researchers of the problems of modern education and inform the development of practical recommendations for heads of educational institutions and educational authorities on creating a favorable professional environment. The findings may also be useful for designers of programs and projects aimed at the development of education, alongside university teachers training education students.