Resumen de Factors influencing well-being of special education teachers in Ho Chi Minh City, Vietnam
Hung Duy Le, Mai-Han Nguyen, Thuy-Minh Tran Thi, Hai Xuan Cao
Increasing numbers of special education teachers are leaving jobs across different cultures and countries, which leads to teachers’ well-being has gotten more attention over the past decades. This study aims to investigate the levels of well-being and explore the factors influencing well-being in special education teachers in Vietnam. Special education teachers (N = 81) from three special education schools and a special education Centre in Vietnam were involved in the current study. Descriptive analysis, Pearson correlation, and multiple linear regression were used to examine the levels of well-being and determine whether life satisfaction, job satisfaction, self-compassion, and salary and benefits influencing the well-being levels among teachers. The results show a positive correlation between well-being and job satisfaction, life satisfaction, self-compassion, and salary and benefits. Additionally, multiple regression analysis reveals that life satisfaction, self-compassion, and salary and benefits influence well-being levels positively, meaning that teachers with increased life satisfaction, self-compassion, and salary and benefits have higher levels of well-being. The present findings contribute to the general discussion about the nature of well-being and the influential factors in teachers’ well-being. It is highly suggested that organizations/schools provide appropriate policies and increase the special education teachers' well-being in Ho Chi Minh City, Vietnam.
