Isabella Negri

Progetto di ricerca
Teacher wellbeing, innovative teaching practices, and workplace dynamics 

The teaching profession is characterized by high exposure to stressors and a substantial risk of burnout and work-related stress. This condition may compromise the ability to provide high-quality education, a priority emphasized by the 2030 Agenda. For this reason, it is crucial to better understand which factors can be addressed to preserve teachers’ well-being. Although teachers operate in environments deeply shaped by social dynamics, psychological and organizational literature has traditionally favoured individual and organizational perspectives, underestimating the impact of social dynamics within school and university settings. This thesis aims to shed further light on this issue by proposing a view of teacher well-being as a multidimensional construct rooted in social, organizational, and individual dynamics.

The first study analyses how interactions with principals, colleagues, and students influence the hedonic and eudaimonic well-being of 64 Italian teachers. Quantitative analyses (PCA and OLS regressions) highlight the protective role of collegial support and the negative impact of student-related burnout on hedonic well-being and teachers’ energy levels. Qualitative data confirm the importance of social dynamics and show how weak relationships, combined with an unsafe organizational climate, may give rise to episodes of violence in the school context.

The second study examines the contribution of Faculty Development initiatives to the well-being and inclusion of academic staff. Overall, faculty members recognize their effectiveness in disseminating innovative teaching methods and strengthening relationships with students, although they do not always perceive a direct impact on well-being and inclusion.

Finally, the third study, based on 18 interviews, explores the motivations and experiences of university teachers in adopting inclusive and innovative teaching practices. Training, physical learning spaces, and financial resources emerge as key elements supporting such practices. Despite existing constraints, teachers display enthusiasm and proactivity, acknowledging their role in promoting student inclusion.

Keywords: teachers, wellbeing, social dynamics, inclusion, innovation

Pubblicazioni

• Addabbo, T., Damiani, P., Gamberini, M. C., Lotti, A., Mecugni, D., Negri, I., Pistoresi, B., Strozzi, C., & Tasselli, C. (2024). Towards an innovative and inclusive university through faculty development. In G. Casalino, R. Di Fuccio, G. Fulantelli, P. Raviolo, P. C. Rivoltella, D. Taibi, & G. A. Toto (Eds.), Higher Education Learning Methodologies and Technologies Online: International Workshop, HELMeTO 2023, Foggia, Italy, September 13–15, 2023.

• Addabbo, T., Lotti, A., Strozzi, C., Pistoresi, B., Tasselli, C., Negri, I., Mecugni, D., & Gamberini, M. C. (2023). Innovative and inclusive academia: Faculty development and practices evaluation [Abstract]. HELMeTO 2023, Foggia, Italy, 13–15 September 2023.

• Negri, I., Pistoresi, B., Gamberini, M. C., & Mecugni, D. (2023). Building an inclusive environment: Exploring lecturers’ experience in inclusive and innovative academia (DEMB Working Paper Series).

• Negri, I., Pistoresi, B., Gamberini, M. C., Mecugni, D., & Strozzi, C. (2025). Tracing the path to inclusion: Lecturers’ perspectives on innovative and inclusive teaching methods. Humanities and Social Sciences Communications, 12, 467. https://doi.org/10.1057/s41599-025-04547-y