Professional Teacher Preparation and Their Role in Promoting Students’ Subjective Well-being: Salutogenic Perspectives and Practices in Educational Environments
Profesjonalne przygotowanie nauczycieli oraz ich rola w promowaniu subiektywnego dobrostanu uczniów: perspektywy i praktyki salutogenetyczne w środowisku edukacyjnym

Summary/Abstract: Students’ subjective well-being is a key factor in psychosocial development and academic achievement. It encompasses positive emotions, reduced negative experiences, and satisfaction with school life, in which teachers play a pivotal role. Teacher preparation directly influences students’ motivation to learn, their engagement in the educational process, and their emotional well-being. This paper aims to explore the concept of subjective well-being from a salutogenic perspective (Antonovsky, 1987), through a structured review of the literature, and deepen the understanding of how it can be practically applied in educational settings. Subjective well-being is influenced by socio-cultural and environmental factors, as well as the quality of relationships within the family–particularly the family-school relationship. The authors synthesize studies by both Albanian and international researchers that demonstrate a strong link between well-being and academic success. In the Albanian context, research has highlighted the role of socio-demographic factors and the support of trained teachers in managing students’ emotional challenges. Practical recommendations are provided for professional teacher preparation, aiming to create supportive environments that promote student well-being and engagement, thereby contributing to sustainable and inclusive educational development.

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