IMPROVING TEACHER WELLBEING IN EDUCATION: WELLBEING INTEGRATION STRATEGIES TO IMPROVE THE QUALITY OF TEACHING IN SCHOOLS

Abstract

Teacher welfare is the node between personal performance and the sustainability of the education system. This study presents a systematic review of the latest academic literature (2018–2025) to explore how the dynamics of teacher welfare are integrated into the school ecosystem and education policy. Drawing on the theoretical frameworks of PERMA, Ryff, and Maslow, this analysis highlights that wellbeing is not only about the lack of stress, but also includes meaning, autonomy, and supportive relationships. Instead of viewing wellbeing as an individual issue, this article proposes a new perspective: a social ecology approach, which views wellbeing as the result of an interaction between personal factors, work culture, and national policies. In Finland and Australia, for example, professional autonomy and structural support systems have been demonstrated to foster the sustainability of effective pedagogy. On the other hand, Indonesia's context still faces challenges in the form of administrative dominance and low collective reflection. Local studies, including those by the Learning Teacher Foundation, suggest that community-based interventions and participatory leadership are starting to create transformative spaces. The findings highlight the need to design wellbeing strategies that not only alleviate the burden but also foster teacher agency, social recognition, and opportunities for professional growth. In the context of the Independent Curriculum, a learning reflection-based welfare approach, such as Assessment for Learning, can serve as a new medium for teachers to experience the meaning of work, enhance emotional regulation, and design adaptive teaching practices. Thus, this article not only summarizes but also reformulates wellbeing as a systemic investment in sustainable quality education.