Estructura psicológica del bienestar docente: justificación de un modelo situado

Abstract

Teacher well-being is recognized as a crucial element in educational work. However, its configuration remains unclear due to the heterogeneity with which its analysis has been approached. This study has tested three measurement models that explain the configuration of this construct based on six variables that have been identified as relevant: teacher self-efficacy, psychological well-being, discomfort due to workload, well-being in the school organization, well-being in student interaction, and collective teacher self-efficacy. A cross-sectional investigation with self-report measures and structural equation models was conducted. The analyses also considered an opposing variable: Professional Burnout in the School. A total of 364 teachers from 13 schools in the Tarapacá Region, Chile, participated. The results have shown the fit of a model that explains a latent variable called the psychological structure of teacher well-being, which has a multidimensional, interactional configuration situated within school organizations. The central elements of this model are contextual variables that can be improved within each school through collective development. This challenges national educational systems to promote teacher well-being through school autonomy.