Rationale. As part of the international research project Global Perspectives on Teachers' Well-being and Mental Health Following the COVID-19 Pandemic, the Italian research team conducted a qualitative study to explore the risk and protective factors—particularly socio-relational ones—affecting Italian teachers' well-being.
Methodology. Six focus groups were conducted with 40 school teachers, evenly distributed between primary and secondary levels, across three regions of Italy (Emilia-Romagna, Lazio, and Tuscany).
A deductive-inductive approach was adopted to identify these factors, which were subsequently structured using the Job Demands-Resources model. Additionally, we analyzed the balance of support and stressors in teachers' socio-relational networks through ecomaps.
Key findings. Three main categories of demands and resources emerged: (1) socio-relational, (2) organizational and systemic management, and (3) personal and professional. The most frequently reported demands and resources fell within the socio-relational domain. Furthermore, ecomaps revealed that relationships within teachers' networks were predominantly supportive or ambivalent.
Implications. The findings highlight the crucial role of socio-relational factors in teachers' well-being. Strengthening supportive relationships and mitigating stressors within school communities may enhance teachers' resilience and job satisfaction. Policies promoting socio-relational factors should be prioritized to foster a healthier work environment.