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 significant risk of burnout. Understanding how to preserve teachers’ well-being is therefore crucial, as it enables them to deliver quality education, in line with the goals set by the 2030 Agenda. Although teachers operate within environments marked by both symmetrical and asymmetrical social dynamics, psychological and organizational research has traditionally emphasized individual and managerial perspectives, underestimating the impact of everyday social interactions. This dissertation aims to shed light on these social aspects, exploring teachers’ well-being across different school levels and within higher education. Overall, it proposes a multidimensional view of teacher well-being, rooted in social, organizational, and individual dynamics.

The first study examines how interactions with school stakeholders (principals, colleagues, students) influence the hedonic and eudaimonic well-being of 64 Italian teachers. Quantitative analyses (PCA and OLS regressions) indicate that collegial support acts as a protective factor, while student-related burnout negatively affects hedonic well-being and the eudaimonic dimension of energy, though not passion. Qualitative findings highlight that nurturing social dynamics can foster well-being, whereas poor relationships may lead to outbreaks of workplace violence.

The second study investigates the contribution of Faculty Development (FD) initiatives to faculty well-being and inclusion, using both qualitative and quantitative approaches to examine how and to what extent FD fosters the development of professional communities and support networks that promote well-being and inclusion.

The third study, based on 18 interviews with university lecturers, explores motivations and experiences related to the adoption of inclusive and innovative teaching practices. Results emphasize the importance of training, adequate spaces, and financial resources in supporting innovative and inclusive activities. Nevertheless, lecturers demonstrate strong enthusiasm and proactivity, acknowledging their role in fostering student inclusion.

Keywords: teachers, well-being, social dynamics, inclusion, innovation

Pubblicazioni

• 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. In Proceedings of the HELMeTO 2023, Foggia, Italy, September 13-15, 2023. (ABSTRACT IN BOOK OF ABSTRACTS)

• 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. (WORKING PAPER)

• Addabbo, T., Damiani, P., Gamberini, M. C., Lotti, A., Mecugni, D., Negri, I., Pistoresi, B., Strozzi, C., & Tasselli, C. (2023). 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 Book: International Workshop, HELMeTO 2023, Foggia, Italy, September 13–15, 2023. (CAPITOLO IN LIBRO)