EXPLORING FACTORS INFLUENCING TEACHER WELLBEING OF AHMEDABAD

Abstract

The wellbeing of teachers is a cornerstone of a functional and thriving educational system. Teachers who experience high levels of wellbeing are more likely to feel satisfied in their roles, engage more deeply with students, and contribute to a positive school environment. Wellbeing enables teachers to manage the inherent stresses of the profession, such as heavy workloads, emotional demands, and the pressures of maintaining student performance. Moreover, teacher wellbeing is directly correlated with better teaching practices, improved classroom management, and higher student achievement. This study investigates the various factors affecting the wellbeing of teachers and examines the association between their demographic profiles and overall wellbeing. The wellbeing of educators is crucial for enhancing the quality of education, as it influences their motivation, job satisfaction, and effectiveness in the classroom. The study employs a sample of 100 teachers from Ahmedabad city and utilizes a structured questionnaire to gather data on key dimensions such as workload, institutional support, work-life balance, and personal health. The findings reveal that teachers in Ahmedabad generally report positive experiences in terms of time for class preparation, support for professional development, and maintaining a healthy work-life balance. Furthermore, demographic factors such as age, gender, and teaching experience exhibit varying degrees of influence on the perceived wellbeing of teachers. The study underscores the importance of maintaining supportive environments and work-life balance to sustain teacher wellbeing and improve educational outcomes.