The challenge of being a teacher in Uruguay: exploring working conditions and wellbeing

Abstract

Teacher wellbeing is essential for educational quality. It is heavily determined by contextual factors which enable teachers to realize their teaching goals and provide manageable work demands. In Uruguay, educational policy structures workplace conditions that pose risks to teacher wellbeing. For example, teachers often work at multiple schools to get by financially. Also, many do not hold a teaching degree, making then insufficiently prepared for addressing daily educational challenges. Using quantitative data collected as part of the international teachers’ wellbeing project, we explore the working conditions of Uruguayan teachers and how these relate to teachers' subjective wellbeing, and perceived job satisfaction. The sample comprises 504 teachers (21.63% primary, 78.37% secondary school). 38% of primary school teachers and 73,66% of secondary school teachers work simultaneously in more than one school, attending 145 students on average (SD 106.53). 24.01% of the sample does not hold a teaching degree. Group comparisons with ANOVA and t-test reveal more positive perceptions of workplace conditions and wellbeing in primary school teachers, teachers with degrees, and those working in only one school. ANCOVA analysis shows that perceived job demands and resources, and school connectedness predict general job satisfaction. Policy implications are discussed.