Teachers’ Psychological Well-Being for Sustainable Professional Practice

Abstract This study examines the psychological well-being of teachers as a key factor in promoting sustainable professional practice within the contemporary educational landscape. A quantitative research design was employed, using the Teachers’ Psychological Well-Being Questionnaire (Renshaw, 2020) to collect data from a sample of 100 teachers. The research examined both overall levels of psychological well-being and differences based on socio-demographic indicators. The results indicate that Latvian teachers generally report high levels of selfefficacy and a strong sense of belonging to their schools. These findings suggest a favorable environment for the development of professional expertise and the promotion of deeper learning among students. Additionally, a trend was observed indicating that teachers with more extensive work and life experience, as well as those employed in regional and rural schools, tend to report slightly higher levels of psychological well-being. The study concludes that psychological wellbeing supports teacher resilience and professional performance. The findings affirm that sustainable professional practice is rooted in teachers’ personal sustainability, shaped by their values, lived experiences, and self-efficacy, thus reinforcing their long-term employability and adaptability in an ever-evolving educational system.