Abstract:
The article represents a theoretical-experimental study focused on investigating the concept of well-being and its role in the development of the contemporary educational ecosystem. Starting from an extensive analysis of different models and theories with reference to wellbeing, the Conceptual Framework of well-being was developed which highlights the main components and the interconnections between the physiological, psychological, pedagogical and social contexts with the projections of the past, present and future. The highlighted contents are essential for ensuring the wellbeing of teachers, with a direct impact on the quality of the educational process. The experimental research presented in the article was carried out to evaluate the well-being of preschool teachers through the prism of the following aspects: work as a teacher; the objectives and purpose of the early childhood education institution; the relationship with the manager of the institution and colleagues; learning and development opportunities; inclusion and fair treatment in the preschool educational institution; resources and workload; pay and benefits; leadership and change management; employee involvement; organizational culture etc. The research findings showed that the wellbeing of pedagogues is closely related to working conditions, psychological support and access to modern educational resources. At the same time, the article proposes a series of perspectives and solutions for ensuring wellbeing, among which are the integration of professional and personal needs, the creation of a positive psychological climate and close collaboration between educational institutions and government authorities. These initiatives are essential to respond to current global challenges and to create a sustainable educational ecosystem capable of improving the quality of education and ensuring the success of the training of young generations.
