Abstract
The purpose of the study was to reveal the main factors of teachers’ professional well being. Theoretically constructed model was tested on large scale data belong to 72.190 teachers working at lower secondary level. Theoretical model included teachers’ individual, professional and organizational characteristics. Professional well-being was constructed as an index that combines job satisfaction, self-efficacy, aspiration, motivation and authority. Hierarchic regression analysis displayed that organizational factors explained two third of total explained variance. The study concluded that the main factors of teachers' professional well-being were:
1. Cooperation among staff (β=.216)
2. Fair and helpful assessment and feedback (β=.213)
3. Positive school climate (β=.212)
4. Student oriented teaching practices (β=.182)
5. Classroom climate (β=.146)
6. Professional development (β=.102)
Initiatives for developing teachers’ professional well-being should focus on the school and classroom climate. To construct positive learning environment, teachers’ communicative skills, effective teaching techniques and positive disciplinary techniques should be enhanced.
Keywords: Professional well-being; teachers; talis; large scale international data.
