Publication details

Well-being začínajících učitelů - výzkumná studie

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Title in English Beginning teachers well-being - research study


Year of publication 2017
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

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Description The aim of the paper is to present the situation of Czech novice teachers in terms of their life and professional satisfaction and to identify factors (with an emphasis on the working environment) that affect their professional and life satisfaction. The paper presents the results of a research focused on the reflection of professional socialization by novice teachers, with an emphasis on the overall emotional assessment of entry into the profession and the changes brought about by the transition from academia to teaching practice. Based on the results of the research carried out in six Czech regions on a representative sample of starting teachers (up to four years of practice), we present the results of the quantitative part of the research, which included an online questionnaire survey of 380 starting teachers. The results are interpreted in the context of well-being theories (Pavot, Diener, 1993), the transactional model of burden management (Lazarus, 2006), emerging maturity (Arnett, 2007) and teacher development (Lukas, 2008). Theoretical concepts relate to personal and work satisfaction (Pavot, Diener, 1993), developmental specifics in a psychological perspective (Arnett, 2003, Lacinová et al., 2016), transactional model of burden management (Lazarus, 2006) and professional development of a teacher (Lukas, 2008). The online questionnaire survey was conducted in four phases between 2015-2017 (380 respondents). The questionnaire contained 70 items and focused on the external factors of socialization of novice teachers and their life satisfaction (wellbeing; Pavot, Diener, 1993). Data were analyzed by EFA, regression models. We identified significant, but rather weak, relationships of well-being with the monitored areas of professional socialization (Píšová, 2013, school management, colleagues, pupils, parents, wider social context). We focused on identifying items that correlate more with general life satisfaction, and we tried to identify factors that make the most contribution across the life-satisfaction areas of novice teachers.
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