Rationale: This study, conducted in England as part of the Global Perspectives on Teachers' Well-being and Mental Health Following the COVID-19 Pandemic project, aimed to develop a comprehensive understanding of teachers' subjective well-being and job satisfaction in the context of the post-COVID period.
Methodology: All 1819 responders who completed the survey were qualified school teachers currently working in England. Participants' ranged from 21-70 years old (M = 42.5, SD = 10.4) and they had between 0-42 years' teaching experience (M = 16.6, SD = 9.56). All participants completed a teacher self-report online survey administered through Qualtrics, which included demographic questions, the School Workplace Conditions Survey (Ansley, 2019), the Teacher Subjective Wellbeing Questionnaire (Renshaw et al., 2015) and the Job satisfaction survey (Spector, 1994).
Key findings: The findings indicated a bidirectional relationship between subjective well-being and job satisfaction, both of which were negatively influenced by dissatisfaction with school workplace conditions. Teaching experience emerged as a significant predictor of well-being, but not of job satisfaction.
Implications: These results will be discussed in relation to the implications paused for enhancing school environments, school communities and supporting teachers' wellbeing and mental health following the COVID-19 pandemic and in the light of any future global future emergency.