Awareness of Preschool Teachers on the Concept of Well-Being

Abstract

This study aimed to understand the awareness of preschool teachers about the concept of well-being. The research was carried out using the phenomenology method, one of the qualitative research designs. Seven preschool teachers, each of whom works in schools in different regions of Turkey, were included in the study group, which was determined by the purposeful sampling method, and they did not participate in the training on the subjects that would enable them to know about the concept of well-being. The research data were collected through semi-structured interview form in line with the expert opinions of five faculty members working in preschool education and psychology departments. The descriptive analysis method was used to analyze the collected data. As a result of the findings analyzed by dividing the data into three main sections, which are the definition of well-being, teacher well-being, and child well-being, it was seen that preschool teachers had various knowledge and could comments on the concept of well-being. Also, it was determined that they were unaware of the concept's dimensions and could not handle it with a holistic approach. These findings obtained from the research were discussed, and various suggestions were presented to increase awareness about well-being.