Teacher Well-Being As A Pathway To Motivation And Teaching Enjoyment: A Field Study In An Arab School In East Jerusalem In Light Of Recent Literature

Abstract

This study examines the effect of structured well-being initiatives on teacher motivation, emotional engagement, and professional satisfaction in a private Arab school in East Jerusalem. Grounded in recent scholarship on teacher well-being and positive psychology in education, the research integrates practical interventions, such as emotional release workshops, the renovation of the teachers’ lounge, and inclusive social events, with a mixed-methods survey involving 30 educators. The findings reveal that when teachers receive emotional support, physical comfort, and a sense of belonging, their motivation and enthusiasm for teaching increase significantly. Emotional release activities equipped teachers with coping strategies to alleviate stress, the revamped lounge fostered comfort and collegial interactions, and school-wide events improved professional recognition and social connection. Together, these initiatives had a synergistic effect that enhanced teachers’ professional identity and enjoyment of teaching. In line with prior research, the study confirms that teacher well-being is a multidimensional construct encompassing emotional, physical, and social aspects. However, it further enriches existing knowledge by contextualizing these practices within Arab schools in East Jerusalem, where teachers contend with additional socio-political and institutional pressures. The results underscore that well-being initiatives are essential components of effective school leadership and sustainable teacher engagement rather than peripheral luxuries. By referencing earlier studies in the field, this research emphasizes the need to integrate teacher well-being into educational policies and leadership practices as a foundational structure for resilience, motivation, and improved teaching outcomes.