Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace

Dreer, Benjamin

doi:10.1080/03055698.2021.1940872

Cited by 233Teacher Professional Development and MotivationJob Satisfaction and Organizational BehaviorPsychological Well-being and Life Satisfaction

Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace

Dreer, Benjamin·2024·Educational Studies

DOI 10.1080/03055698.2021.1940872

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Abstract

With teacher shortages around the world and high attrition rates in some countries, teachers who experience high job satisfaction offer solid support for school systems as they are healthier, more productive and more likely to retain their job in the long term. This study sheds light on the relationship between job-related well-being and job satisfaction. It investigates the extent to which the well-being domains of (P) positive emotions, (E) engagement, (R) relationships, (M) meaning and (A) achievement are linked to job satisfaction. To do so, it analyses data from 511 German schoolteachers. Results show that higher PERMA profiles were linked to higher job satisfaction rates. Analyses further specified that, of the five factors, positive emotions provided the strongest contribution in predicting job satisfaction. The results suggest that the job-related well-being of teachers, especially positive emotions in the workplace, play an important role in teachers’ job satisfaction and their subsequent retention.

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Positive teaching beliefs enhance wellbeing by promoting positive emotional experiences, an effect that remained robust after controlling for work-related stress.
“Dreer (2021) further demonstrated that positive teaching beliefs enhance wellbeing by promoting positive emotional experiences, an effect that remained robust after controlling for work-related stress”
From Teaching beliefs and wellbeing among primary school teachers: a moderated mediation of work engagement and career adaptability (2026) · cites this paper as Dreer (2021)

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Authors: Dreer, B.
Affiliations: University of Erfurt (DE)
Corresponding author: Dreer, Benjamin
ORCID: Dreer, Benjamin
Venue: Educational Studies
Publisher: Informa UK Limited
Published: 2021-06-15
Volume: 50
Issue: 1
Pages: 61-77
ISSN: 0305-5698 (ISSN-L)
1465-3400
DOI: 10.1080/03055698.2021.1940872
OpenAlex: W3176912657
Cited by: 233
References: 89
Citations by year: 2026: 52 · 2025: 77 · 2024: 47 · 2023: 37 · 2022: 18 · 2021: 2
FWCI: 45.70
Type: journal article
Language: en
Open access: closed
Locations: Educational Studies (publishedVersion)
Topics: Social Sciences › Education › Teacher Professional Development and Motivation
Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
Keywords: teacher well-being, job satisfaction, positive emotions, PERMA model, teacher retention, teacher attrition, teacher shortage, workplace relationships, meaningful work, achievement, engagement, school teachers

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Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace

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