Resumo

FRANCO, Aline Fonseca; MURGO, Camélia Santina  e  COSTA FILHO, José de Oliveira. Teacher Well-Being: A Scope Review of Personal Determining Factors. Aval. psicol. [online]. 2025, vol.24, e23738.  Epub 09-Jun-2025. ISSN 1677-0471.  https://doi.org/10.15689/ap.2025.24.e23738.

The investigation of teacher well-being involves understanding how teachers subjectively interact with their work. This study aimed to map the literature to identify the personal factors influencing teacher well-being and their implications for teaching practice. A scoping review was conducted using the following databases: Virtual Health Library (VHL), Brazilian Digital Library of Theses and Dissertations (BDTD); CAPES Periodical Portal, and Education Resources Information Center (ERIC). The descriptors used were “well-being” and “teacher” in English, Spanish, and Portuguese, covering the period from 2011 to 2021. This resulted in 15 studies selected for analysis. The results highlighted that self-efficacy, resilience, self-concept, emotion regulation, and coping act as protective factors, mediating or predicting well-being. Teacher well-being was found to be associated with motivation, performance, and the creation of positive workplace relationships. The study provides valuable insights for initiatives aimed at enhancing teacher well-being and for guiding future research in this area.

Palavras-chave : well-being; teacher; subjectivity..

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