SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING
SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING

Summary/Abstract: Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning.

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