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Understanding Well-Being in the Classroom: A Study on Italian Primary School Teachers Using the JD-R Model
Maria Francesca Trocino1, Giovanni Schettino1, Vincenza Capone1
1Department of Humanities, University of Naples Federico II, 80133 Naples, Italy.
European Journal of Investigation in Health, Psychology and Education
|November 26, 2025
Summary
Teacher self-efficacy boosts job satisfaction and well-being, while overload and lack of autonomy harm it. These findings support interventions for primary school teachers' psychological health.
Area of Science:
- Educational Psychology
- Occupational Health Psychology
Background:
- Teaching is a high-risk profession for burnout.
- Well-being is increasingly defined as a state of complete health, not just absence of illness.
Purpose of the Study:
- To investigate factors influencing the well-being of Italian primary school teachers.
- To explore the relationship between self-efficacy, job satisfaction, and well-being in this population.
Main Methods:
- A self-report questionnaire was administered to 142 Italian primary school teachers.
- Statistical analysis examined associations between work self-efficacy, job satisfaction, well-being, work overload, and work autonomy.
Main Results:
- Work self-efficacy positively correlated with job satisfaction, which in turn positively related to well-being.
- Job satisfaction fully mediated the link between self-efficacy and well-being.
- Work overload and work autonomy were negatively associated with teacher well-being.
Conclusions:
- Enhancing teacher self-efficacy and job satisfaction are key to improving well-being.
- Interventions should address work overload and autonomy to support primary teachers' psychological health.
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