A Bivariate Analysis of Teachers' Well-Being and Personal Values for Inclusive Education

Abstract

This study examines the relationship between value priorities and hedonistic (emotional balance and life satisfaction) and eudaimonia (psychological and social well-being) aspects of the well-being of support teachers. The sample size includes a group of 402 participants (=43 male/=359 female). The portrait value questionnaire (PVQ-RR) was administered to investigate teachers' values. At the same time, the following scales were used to measure the levels of well-being: positive and negative affect scale (PANAS), satisfaction with life scale (SWLS), psychological well-being scales (PWBS), and social well-being scale (SWBS). A bivariate statistical analysis was performed to detect the correlation between the two variables examined statistically. The results of the correlation analysis show that the values are predictive variables of well-being, more helpful in predicting eudemonic well-being than the hedonic well-being of teachers. This research suggests considering values and well-being within teacher training programs to improve the implementation of inclusive education policies.