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Factors influencing well-being of special education teachers in Ho Chi Minh City, Vietnam

    1. [1] University of Education

      University of Education

      Pakistán

    2. [2] Institute of Psychology

      Institute of Psychology

      Chequia

    3. [3] De Men travel one member company limited, Ho Chi Minh City
    4. [4] University Hong Duc, Thanh Hoa Province
  • Localización: JETT, ISSN-e 1989-9572, Vol. 13, Vol. 3, 2022, págs. 207-217
  • Idioma: inglés
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  • Resumen
    • 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.


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