Il benessere degli insegnanti in Italia e in Scozia: un confronto cross-culturale

Abstract

The aim of this study is to verify if teachers’ well-being can only be influenced by the characteristics of their role (teacher) or whether it can also be ascribed to the scholastic organization of their native country and to the education provided by their educational system. Irrespective of the commonly investigated factors such as age, years of teaching and the type school in relation to teachers’ burnout, but also the organizations of the scholastic system in their respective countries, the teachers’ educational differences and the different image in their own communities might have an influence. In part, in spite of some studies in national and international literature about teachers’ burnout through cross-cultural comparisons (Pedrabissi, Rolland, & Santiniello, 1993; Schawarzer, Shmitz, & Tag, 2000; Aydogan, Dogan, & Bauram, 2009) social, emotional and cognitive factors have been less investigated through comparison studies between teachers of different cultures. Starting from these considerations, the difference between a group of Italian teachers and a group of Scottish teachers has been analysed for the sub-scales of burnout, for social support, for emotional competence and, finally, for constructive conceptions of intelligence.