Angelini, GiacomoGiacomoAngeliniBuonomo, IlariaIlariaBuonomoBenevene, PaulaPaulaBeneveneMamprin, CaterinaCaterinaMamprinGabola, PieraPieraGabolaFiorilli, CaterinaCaterinaFiorilli2026-03-132026-03-132026-02-25https://hdl.handle.net/20.500.12162/15651Caring, inquisitiveness, and self-control are three core character virtues regarded as fundamental for human flourishing. They are particularly relevant for teachers, whose psychological well-being is closely tied to professional engagement, teaching quality, and student learning. Teachers with higher well-being are better equipped to cope with daily challenges, cultivate supportive relationships, and sustain positive learning environments. Nevertheless, limited research has examined how these virtues relate to self-efficacy, burnout, and engagement. This study analyzed these relationships in a sample of 339 Italian teachers (85.5% female; Mage=45, SD=7). Participants completed several validated instruments: the Values in Action Inventory of Strengths to assess virtues, the Burnout Assessment Tool to evaluate burnout, the Teacher Self-Efficacy Scale to measure self-efficacy, the Utrecht Work Engagement Scale to assess engagement, and the Mental Health Continuum-Short Form to evaluate well-being. Path analysis showed that virtues significantly foster engagement and well-being, with indirect effects mediated by lower burnout and higher self-efficacy. Inquisitiveness emerged as particularly transformative, caring highlighted the distinction between relational and motivational aspects, and self-control proved crucial for managing professional demands. These findings underscore the importance of cultivating virtues and addressing burnout and self-efficacy to enhance teachers ’psychological resources and support flourishing in education.enType of publication::Communications::Scientific conference