Wellbeing in the teachers' profession. Theoretical considerations and multi-cultural research in Europe

Abstract

The article commences by introducing the “Teaching to Be” project, an initiative under the European Policy Experimentation, which focuses on supporting teachers’ professional growth and wellbeing in the realm of social and emotional learning. Subsequently, it delves into a presentation of various well-being models and approaches to professional wellbeing. This highlights the diversity of theoretical perspectives within this domain, some of which harmonize with each other while others diverge. Simultaneously, it conscientiously acknowledges blind spots and proposes potential novel, alternative pathways for the future. The article serves as a prelude to fundamental deliberations that have notably influenced the “Teaching to Be” project as well as our future-oriented considerations. In this project, there is a dedicated focus on the well-being of teachers in their profession. (DIPF/Orig.)