Social capital, affect balance and personal well-being among teachers in Israel and Palestine. Issue 8 (17th November 2018)

• Record Type: Journal Article
• Authors: Veronese, Guido; Pepe, Alessandro; Dagdukee, Jamal; Yaghi, Shaher
• Is Part Of: Teachers and teaching. Volume 24:Issue 8(2018)
• Page Start: 951
• Page End: 964
• Publication Date: 2018-11-17
• Subjects: Well-being war -- political violence -- social capital -- positive and negative affect -- teachers; Teaching -- Periodicals; 371.005
• DOI: 10.1080/13540602.2018.1508431
• Languages: English
• ISSNs: 1354-0602

Abstract

ABSTRACT: Informed by a perspective centred on psychological health and well-being, the present research investigated whether teachers' overall well-being was influenced by their affect balance, as well as the extent to which both affect and well-being are influenced by social capital, in conflict-ridden areas such as the occupied Palestinian Territories (Gaza Strip and West Bank). The study involved three cohorts of Palestinian teachers working in Israel, Gaza and the West Bank, respectively ( N = 153). Dynamics of social exclusion, religious difference, educational disparity, poor educational standards and a lack of opportunity are factors affecting Palestinian teachers in both Israel and the occupied Palestinian territories. The results supported the hypothesis that emotional balance directly influences teachers' well-being. Teachers with higher levels of positive affect reported greater personal well-being than those with higher levels of negative affect. Social capital also positively influenced teachers' personal well-being, both directly, and indirectly by fostering positive emotions. These results suggest that availability of community resources plays a key role in promoting teachers' well-being.