Teacher Well-Being and Demographic Variables. In reviewing the literature, the following outcomes were found on the relationship between teachers’ demographics and teacher well-being. First, it was reported that there is a relatively small influence of teachers’ demographics on teacher well-being, where there is only 6% variance in the dependent variable, gender being the most controversial factor (Yildirim, 2014). While much of the literature on the influence of gender on teacher well-being acknowledges that female and male teachers tend to report similar levels of well-being (Xxxxxx, 2014; Xxxxxxxx et al., 2017), female teachers in the USA reported higher levels of work-related stress and burnout (Xxxx et al., 2017). Conversely, an investigation into elementary school teachers revealed that teacher well-being can be negatively impacted by factors such as gender and years of experience, with female and younger instructors exhibiting higher well-being scores in contrast to their male and more experienced colleagues (Xxxxxxxxx et al., 2007). It is important to acknowledge that there was a disproportionate representation of younger female teachers within the study group, which could have potentially influenced on the outcomes of the research. A review of the literature on the relationship between age and teacher well-being shows that while Finnish (Xxxxxxxx et al., 2019) and British (Warr, 1992) studies suggest that more experienced (and typically older) teachers develop effective coping strategies leading to improved well-being and job satisfaction, the Slovak research (Xxxxxxxx et al., 2017) introduces a critical perspective on how prolonged exposure to the stresses of teaching might diminish well-being over time. In other words, as teachers got older and had more years of experience, their well-being levels tended to decrease. As for higher levels of well-being among the older teachers, this may be attributed to the fact that as teachers approach retirement, they often reflect more positively on their careers, valuing their jobs and accomplishments more than younger employees typically do. This contributes to a more positive self-perception among the employees in their 50s and 60s (Warr, 1992). Regarding the influence of educational background of teachers on their well-being, the review of the literature revealed that while being statistically significant, it has a minimal impact in terms of effect size, along with gender (Yildirim, 2014). These results are consistent with data obtained in XxXxxxxxx ...
