Institutional organizational strategies that strengthen teacher well-being
Keywords:
Teacher well-being, organizational strategies, educational leadership, institutional climate, working conditionsAbstract
Teacher well-being is a relevant component of the functioning of educational institutions due to its relationship with working conditions, institutional climate, school leadership, and work organization. This study aimed to analyze the institutional organizational strategies that contribute to strengthening teacher well-being. The research was conducted using a qualitative, descriptive, and interpretive approach, with a case study design. The experiences of five teachers were analyzed; they were selected according to their professional experience and teaching area. The information was organized into categories such as well-being and work experience, work organization and workload, leadership and institutional support, communication and participation, institutional climate and professional relationships, recognition and professional development, and strategies to improve well-being. The results showed that teachers value collegiality, collaboration among colleagues, and the openness of school authorities. However, difficulties were identified, such as the late communication of institutional instructions and limited participation in decision-making processes. A strong need was also identified to improve professional recognition, support for less experienced teachers, and activity planning. The conclusions indicate that teacher well-being is closely linked to the organizational conditions of work. Therefore, it is important to implement strategies that balance job demands with institutional support, including clear communication, greater participation, recognition, teamwork, and professional guidance.
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