Subjective well-being of teachers as a factor of psychological safety in a preschool educational environment

Shchukina E.

doi:10.14529/jpps230405

E. G. Shchukina Transbaikal State University (129, Babushkina St., Chita, 672007, Russia) https://orcid.org/0000-0002-7449-4790 elena.shykina@yandex.ru

DOI: https://doi.org/10.14529/jpps230405

Keywords: subjective well-being, kindergarten teachers, subjective well-being of educators, psychological safety, educational environment, kindergarten

Abstract

Introduction. Psychological safety is essential for the successful performance of all participants in the educational process, as is the need for further research on subjective well-being in teachers that ensures a better quality of and better satisfaction with educational activities. Thus, these phenomena should be studied simultaneously. Aims. To find relations between the subjective well-being of teachers and psychological safety in the preschool educational environment. Materials and methods. The present study involved a representative sample of 452 teachers from 21 kindergartens (Zabaykalsky Krai and Irkutsk oblast). For the purpose of the study, the following psychodiagnostic methods were used: a modified method for the assessment of the psychological safety of the school environment (I. Baeva); the Ryff Scales of Psychological Well-Being (modified by T. Shevelenkova, P. Fesenko); the Subjective Well-Being Scale (А. Perrudet-Badoux, G. Mendelssohn, J. Chiche as adapted by M. Sokolova); the Satisfaction With Life Scale (E. Diener). The results obtained were subject to correlation and factor analysis. Results. Independence, personal growth, and self-acceptance as the parameters of psychological well-being are considered the main correlates of psychological safety. The main parameter of psychological safety in a preschool environment is satisfaction with the environment itself, which is associated with the majority of the parameters of subjective well-being in teachers. Based on factor analysis, the index of psychological safety is determined by both subjective well-being and satisfaction with life. Conclusion. The subjective well-being of teachers and their satisfaction with life determine the referentiality of the educational environment and satisfaction with it, as well as psychological safety. The results obtained provide prospects for the improvement of psychological safety in kindergartens through the correction of subjective well-being among teachers

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Author Biography

E. G. Shchukina , Transbaikal State University (129, Babushkina St., Chita, 672007, Russia)

Senior Lecturer, Department of Special Psychology and Correctional Pedagogy

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