PDF(Pubmed)
Abstract：
Recently, there has been a growing interest in emotional wellbeing, even from the early stages of education. In order to work wellbeing among the students it is essential to analyze the wellbeing of the teachers who are teaching and working with the children. This study examines psychological wellbeing in early childhood (0-6 years) and primary school teachers (6-12 years). The study comprised 236 early childhood and primary school teachers - 76 men (32.2%) and 160 women (67.8%) - with ages ranging from 25 to 61 years (average 37.69 years - s.d.=2.47). The study examined psychological wellbeing (happiness, eudemonic wellbeing, self-esteem, and life satisfaction) and several sociodemographic variables (gender, age, years in the job, type of contract, and educational stage). Participants answered an ad-hoc sociodemographic questionnaire and subjective happiness, eudemonic wellbeing, self-esteem, and life satisfaction standard questionnaires. Early childhood schoolteachers yielded higher wellbeing-related scores. All the wellbeing-related variables were found to be correlated with one another, except for happiness and self-esteem. Teachers working in different educational stages were found to yield significantly different wellbeing-related scores. For the first time, network analysis revealed differences in the associations of the variables under study among Early Childhood Education and Primary Education teachers. Thus, while happiness and satisfaction with life were found to be correlated in both groups, stronger correlations between self-esteem and eudaimonic wellbeing were found in early childhood education teachers, while in primary education teachers the correlation was with satisfaction with life, which indicates that early childhood teachers present greater spiritual and existential understanding, leading to eudaimonic wellbeing. These differences between educational stages are considered greatly significant. It was concluded that more research is needed, ideally with broader and longitudinal studies, to understand and describe the relationship between personal and even structural variables and wellbeing.
摘要：
最近,人们对情绪健康越来越感兴趣，甚至从教育的早期阶段开始。为了在学生中工作，必须分析正在教学和与孩子一起工作的教师的福祉。这项研究调查了幼儿（0-6岁）和小学教师（6-12岁）的心理健康。该研究包括236名幼儿和小学教师-76名男性（32.2％）和160名女性（67.8％）-年龄在25至61岁之间（平均37.69岁-s.d.=2.47）。这项研究调查了心理健康(幸福，Eudemonic福祉，自尊,和生活满意度)和几个社会人口统计学变量(性别，年龄,多年的工作，合同类型,和教育阶段)。参与者回答了临时的社会人口统计学问卷和主观幸福感，Eudemonic福祉，自尊,和生活满意度标准问卷。幼儿教师的幸福感相关得分更高。所有与福祉相关的变量都被发现彼此相关，除了幸福和自尊.发现在不同教育阶段工作的教师的幸福感相关分数显着不同。第一次,网络分析显示，幼儿教育和初等教育教师之间所研究变量的关联存在差异。因此，虽然幸福感和生活满意度在两组中都是相关的，在幼儿教育教师中发现了自尊和幸福之间更强的相关性，而在小学教师中，与生活满意度相关，这表明幼儿教师提出了更大的精神和存在的理解，导致eudaimonic的福祉。教育阶段之间的这些差异被认为是非常重要的。结论是需要更多的研究，理想情况下，通过更广泛和纵向的研究，理解和描述个人甚至结构变量与幸福之间的关系。
