TEACHER WELL-BEING AND ITS INFLUENCE ON EDUCATIONAL QUALITY: A COMPARATIVE DOCUMENTARY REVIEW BETWEEN LATIN AMERICA AND EUROPE
DOI:
https://doi.org/10.56219/lneaimaginaria.v1i23.4983Keywords:
Teacher well-being, Educational quality and Teacher professional developmentAbstract
This article aimed to analyze the dimensions of teacher well-being and their influence on educational quality through a comparative documentary review between Latin America and Europe. Qualitative, descriptive, and comparative design was developed, based on the content analysis of fifteen research studies published between 2018 and 2025, selected from databases such as Scopus, Web of Science, SciELO, and Redalyc, in addition to reports from organizations such as UNESCO and the OECD. The documentary units were systematized into a thematic matrix that allowed for the identification of categories, associated factors, and common patterns in both contexts. The results show that teacher well-being is a critical element of educational quality, studied in six dimensions: emotional, professional, institutional, social, and material well-being, as well as welfare policies. In Latin America, conditions of job insecurity, administrative overload, limited recognition, and a lack of sustained policies predominate, affecting teacher motivation and commitment. In contrast, in Europe, well-being is conceived as a labor right supported by regulatory frameworks, work-life balance policies, and the integration of mental health programs. This reveals that challenges related to excessive administrative processes and pressure for results persist. The comparative analysis shows that job stability, institutional support, ongoing training, and support for emotional health are determining factors for strengthening educational quality. Finally, it is concluded that teacher well-being should be assumed as a priority in educational planning, in the development of public policies, and in educational management, articulating sustainable measures that promote a balance between demands and resources, the preservation of personal and social integrity, and institutional reciprocity. Therefore, investing in teacher well-being means guaranteeing more equitable, sustainable, and high-quality education.
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