THE ROLE OF INDIVIDUAL AND CONTEXTUAL FACTORS IN SHAPING TEACHERS’ PERCEPTIONS OF THEIR ORGANIZATIONAL WORK ENVIRONMENT

Educational policies focus on training effective teachers by adhering to established standards and emphasizing continuous professional development to address the challenges of meeting students’ needs. Teachers face work-related stressors that can undermine their well-being and effectiveness, impacting the overall teaching and learning process. The work environment is crucial in supporting or hindering teachers’ professional growth and their ability to implement inclusive teaching practices. In Italy, teachers’ roles are defined by competencies in teaching, organization, and professionalism, with a strong focus on continuous training and school management. The interplay between these individual factors, such as experience and role, and contextual factors, like school type, significantly influences teachers’ perceptions of their work environment. The present study, part of a broader project on teachers’ professionalism, presents preliminary findings from a sample of 86 teachers working in a school that encompasses both primary and secondary levels. The study evaluated aspects of the organizational context, including workload perception, involvement in inclusion processes, and teacher collaboration, concerning individual and contextual factors. Results were then discussed with the teachers to guide self-evaluation, support the school in setting priorities, and identify professional development and teaching improvement objectives