Subjective Well-Being of Teachers: A Study on Branches and Demographic Variables

Teachers play a key role in shaping individuals’ lives, and reactions of individuals, their judgments about life satisfaction, their living conditions, and emotional states affect both themselves and their students. This study aimed to assess teachers’ subjective well-being based on demographic factors such as gender, age, work experience, and teaching disciplines. The research included teachers working in various disciplines at the primary and secondary education levels (Special talent disciplines: Physical Education, Art, and Music; Verbal Disciplines: Social Studies, Religious Culture and Ethics; Numerical Disciplines: Mathematics and Science; Kindergarten and Primary School teachers; Foreign Language teachers; and Vocational teachers). A total of 135 teachers, 68 females (50.4%) and 67 males (49.6%) participated in the study. Data were collected using the “Subjective Well-Being Scale” and a survey form containing demographic information. The findings indicate that teachers’ school engagement scores are high, while their teaching efficacy and overall subjective well-being levels are at medium levels. While age and teaching discipline variables showed significant findings, gender and work experience variables did not reveal any significant differences. In particular, the teaching proficiency levels of special talent disciplines, language, kindergarten, and primary school teachers were significantly higher than those of vocational teachers. These results reflect the varying levels of experience and satisfaction among teachers based on their disciplines. It can be concluded that teachers working with younger age groups tend to be more dedicated to their jobs. These findings may provide insights for improving teachers’ working conditions and developing educational policies.