A Bivariate Analysis of Teachers’ Well-Being and Personal Values for Inclusive Education

This study examines the relationship between value priorities and hedonistic (emotional balance and life satisfaction) and eudaimonia (psychological and social well-being) aspects of the Well-Being of support teachers. The sample size includes a group of 402 participants (=43 male/=359 female). The Portrait Value Questionnaire (PVQ-RR) was administered to investigate teachers' values. At the same time, the following scales were used to measure the levels of well-being: Positive and Negative Affect Scale (PANAS), Satisfaction with Life Scale (SWLS), Psychological Well-Being Scales (PWBS), and Social Well-Being Scale (SWBS). A Bivariate Statistical Analysis was performed to detect the correlation between the two variables examined statistically. The results of the correlation analysis show that the values of Self-Direction, Power, Conformity, Benevolence, and Universalism are related to the eudemonic aspects of well-being. Success and Tradition were significantly correlated with the eudemonic and hedonistic aspects of well-being. Therefore, it can be concluded that the values are predictive variables of well-being, more helpful in predicting eudemonic well-being than the hedonic well-being of teachers. The limited number of studies on teachers' well-being and value priorities in the special education field revealed the need to conduct this study. This research suggests considering values and well-being within teacher training programs to improve the implementation of inclusive education policies.