The role of teachers’ individual resources in relation to well-being: an exploratory study

Abstract

The present study is set in a theoretical framework related to the role that teachers' individual well-being and resources have in relation to teaching and learning dynamics. Specifically, the research turns to explore the sense of satisfaction, frustration, self-efficacy and motivation in support teachers in training (N=603) at the University of Foggia, through a cross-sectional study of an exploratory nature.The survey was conducted through the administration of a questionnaire consisting of psychometric scales, the results of which indicate that, on the whole, support teachers feel that they are satisfied, motivated individuals and professionals with a good sense of self-efficacy; variations in some of the variables involved appear, moreover.