Abstract:

This exploratory quantitative study examines the multidimensional relationship between Teacher Well-Being (TWB) and Teacher Work Engagement (TWE) within the context of recent curricular flexibility reforms in Portugal (Decree-Law 55/2018). Grounded in positive psychology and the Job Demands–Resources (JD–R) framework, the study investigates how pedagogical agency and perceptions of institutional autonomy function as key resources for teacher flourishing during organizational change. Moving beyond deficit-oriented approaches, the research analyses systemic conditions that sustain teachers’ psychological and motivational functioning in reform-driven contexts. A non-probability convenience sample of 191 teachers from 31 schools across Portugal participated in the study. Data were collected using the Mental Health Continuum–Short Form (MHC-SF), the Utrecht Work Engagement Scale (UWES-9), and items assessing institutional support for autonomy and instructional flexibility. Linear regression analyses indicate that pedagogical agency—conceptualized as active involvement in dynamic curricular and instructional practices—is the strongest and most consistent predictor of both well-being and engagement across all teacher subgroups. The findings further introduce the concept of structured autonomy, showing that autonomy is most effective when embedded within coherent and intelligible curricular frameworks that support professional meaning-making. A dialectical pattern has been identified within the domain of pedagogical reforms: while increased diversification of assessment practices may elevate short-term emotional strain, it also predicts higher levels of long-term psychological well-being and self-realization. Subgroup analyses reveal that advanced academic training (e.g., a Master’s degree) functions as a eudaimonic protective resource, whereas responsiveness to policy reforms varies across career stages. Overall, the study concludes that teacher flourishing might be considered a systemic outcome shaped by the interaction between individual agency and organizational coherence. These findings suggest that educational policies should prioritize curricular intelligibility and institutionalized opportunities for sustained teacher participation in decision-making to promote the long-term sustainability of the teaching profession.

Keywords:

Teacher Well-Being, Work Engagement, Pedagogical Agency, Structured Autonomy, Curricular Flexibility, Positive Psychology.