{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,7]],"date-time":"2026-06-07T12:04:07Z","timestamp":1780833847572,"version":"3.54.1"},"reference-count":42,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2026,5,24]],"date-time":"2026-05-24T00:00:00Z","timestamp":1779580800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,5,24]],"date-time":"2026-05-24T00:00:00Z","timestamp":1779580800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of School Health"],"published-print":{"date-parts":[[2026,6]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Teachers' psychological well\u2010being is a crucial and multifaceted dimension of professional life, determined by the balance between job demands and available resources. This study investigates the well\u2010being of Italian teachers in the post\u2010COVID era using the Job Demands\u2013Resources model to identify risk and protective factors.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Six focus groups were held with 40 primary and secondary school teachers from three Italian regions. A deductive\u2013inductive approach was used to analyze factors influencing well\u2010being, which were categorized within the JD\u2010R framework. Teachers' emotional responses associated with these demands and resources were also examined.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Three main categories of demands and resources emerged: individual, relational, and organizational. The most frequent demand involved relational difficulties with students' families, while positive collegial relationships represented the main resource. Demands were often linked to frustration, feeling judged, and loneliness, whereas resources were associated with serenity, satisfaction, and joy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for School Health Policy, Practice, and Equity<\/jats:title>\n                    <jats:p>Findings emphasize the importance of supporting teacher\u2013family relationships and promoting collegial collaboration as protective factors for well\u2010being. Interventions should address relational and emotional challenges to enhance a sustainable school climate.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The study highlights relational and systemic factors shaping teachers' well\u2010being and suggests actionable strategies for promoting healthier educational environments in the post\u2010COVID era.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/josh.70167","type":"journal-article","created":{"date-parts":[[2026,5,25]],"date-time":"2026-05-25T00:45:26Z","timestamp":1779669926000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Italian Teachers' Well\u2010Being in the Post\u2010Covid Era: A Qualitative Study"],"prefix":"10.1111","volume":"96","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8138-9729","authenticated-orcid":false,"given":"Mariagrazia","family":"Zuccarini","sequence":"first","affiliation":[{"name":"Department of Neuroscience, Imaging and Clinical Sciences University of Chieti\u2010Pescara  Chieti Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-3091-6823","authenticated-orcid":false,"given":"Sophia","family":"Corridore","sequence":"additional","affiliation":[{"name":"Department of Education Sciences University of Bologna  Bologna Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6222-2563","authenticated-orcid":false,"given":"Carolina","family":"Facci","sequence":"additional","affiliation":[{"name":"Department of Education, Languages, Interculture, Literatures, and Psychology University of Florence  Firenze Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0401-2634","authenticated-orcid":false,"given":"Enrica","family":"Ciucci","sequence":"additional","affiliation":[{"name":"Department of Education, Languages, Interculture, Literatures, and Psychology University of Florence  Firenze Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8425-7393","authenticated-orcid":false,"given":"Maria Cristina","family":"Matteucci","sequence":"additional","affiliation":[{"name":"Department of Education Sciences University of Bologna  Bologna Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,5,24]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2024.1427979"},{"key":"e_1_2_10_3_1","volume-title":"OECD Education Working Papers","author":"Viac C.","year":"2020"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/josh.13495"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci14020152"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph19084919"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.3973"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/02619768.2023.2288552"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13070750"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpubh.2023.1096240"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph191710706"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjep.12381"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13090927"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/0305764x.2022.2040954"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.1037\/spq0000469"},{"key":"e_1_2_10_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12533"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13050505"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/13540602.2022.2144820"},{"key":"e_1_2_10_19_1","doi-asserted-by":"publisher","DOI":"10.1037\/0021\u20109010.86.3.499"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1108\/02683940710733115"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.1002\/rev3.3416"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph13090907"},{"key":"e_1_2_10_23_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2018.02395"},{"key":"e_1_2_10_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tatelp.2022.100010"},{"key":"e_1_2_10_25_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.erap.2024.101012"},{"key":"e_1_2_10_26_1","doi-asserted-by":"publisher","DOI":"10.1080\/00461520.2021.1985501"},{"key":"e_1_2_10_27_1","first-page":"1","volume-title":"International Handbook of Psychological Well\u2010Being in Children and Adolescents: Bridging the Gaps Between Theory, Research, and Practice","author":"Nastasi B. 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