This purpose of this study was to characterize the social well-being of teachers working in public-municipal schools with different levels of autonomy in their school management (emergent and autonomous schools) and school size (large and small). 78 schools and 899 teachers working as school leaders, classroom teachers and teacher assistants, participated in this study. Results show no significant differences between teachers' global social well-being in autonomous versus emergent schools. However, the social well-being of teachers working in small autonomous schools was higher. Results also support the notion that a higher level of teacher participation in school management is associated with good levels of social well-being. We discuss that these organizational variables –autonomy in school management, school size, and teacher participation- have a significant impact on teachers' mental health.
|Título traducido de la contribución||The relation between teachers' social well-being and the level of autonomy and size of Chilean public-municipal schools|
|Número de páginas||12|
|Estado||Publicada - 2014|
|Publicado de forma externa||Sí|
- School management
- School size
- Social well-being