The influence of school environment and demographics on teacher wellbeing

Abstract

Long-term exposure to occupational stress can significantly impact teachers’ wellbeing. This study evaluated both teacher and school-related factors influencing the core dimensions of teacher occupational wellbeing using an adapted Organisation for Economic Co-operation and Development survey tool, validated in an Australian context. A total of 247 Australian primary school teachers participated. A multivariate analysis examined wellbeing across four dimensions: Cognitive, Subjective, Physical-Mental, and Social. Inter-correlation analysis showed significant relationships between these dimensions, and a confirmatory factor analysis model demonstrated an acceptable fit to the data, supported by significant chi-square test results. Findings from the exploratory factor analysis identified a 4-factor solution, revealing the underlying structure of the measurement items. The reliability of the survey tool was confirmed and the core dimensions of primary school teachers’ occupational wellbeing were assessed. Male teachers reported fewer psychosomatic symptoms than female teachers, while older teachers had higher self-efficacy and reported lower psychosomatic symptoms. Most teachers indicated good self-efficacy and moderate job satisfaction. Social support from school principals significantly contributed to positive occupational wellbeing. Policymakers, school administrators, and educators can use these findings to implement targeted strategies to enhance teachers’ occupational wellbeing.