SUPPORTING THE WELL-BEING OF CHILDREN AND TEACHERS IN TIMES OF EDUCATIONAL UNCERTAINTY: MANAGEMENT STRATEGIES AND PRACTICAL TOOLS FOR SUSTAINING EDUCATIONAL QUALITY
DOI:
https://doi.org/10.31110/LRDTinEdu-2.4Keywords:
educational uncertainty, well-being, teacher well-being, student well-being, educational leadership, organizational culture, supportive educational environment, educational qualityAbstract
This chapter examines the well-being of teachers and children as a condition for sustaining educational quality in times of educational uncertainty. The study is based on the premise that uncertainty in contemporary education should be understood not only as a situational disruption but as a broader condition that affects organizational stability, pedagogical interaction, emotional safety, and the capacity of educational institutions to maintain coherent and supportive learning environments. The chapter analyzes contemporary approaches to educational uncertainty, teacher well-being, student well-being, leadership, organizational culture, and practical strategies for support in educational settings. Particular attention is paid to the interdependence of teacher and student well-being and to the institutional mechanisms through which educational environments either buffer or intensify the effects of instability. The methodological design combines theoretical analysis and synthesis of current research with the interpretation of empirical data from a teacher survey and the analysis of educational practices. The empirical findings show that teachers’ professional well-being is shaped primarily by administrative support, the psychological climate within the staff, and professional collaboration, whereas students’ well-being depends above all on positive relationships with teachers, a supportive classroom atmosphere, and peer support. On this basis, the chapter substantiates an integrated model of well-being support that combines managerial, pedagogical, psychological, and social dimensions. It is argued that educational quality in uncertain conditions depends not only on instructional continuity and formal academic outcomes but also on institutions' ability to preserve trust, engagement, emotional safety, and professional sustainability. The chapter concludes that well-being should be treated as a strategic component of educational management and as one of the conditions that make humane, stable, and effective education possible.
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