ArticleBMC psychology2026
Well-being of preschool teachers and their work engagement: cross-cultural differences between Russian and Serbian samples.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundTeachers’ professional characteristics significantly influence children’s emotional, cognitive, and behavioral development. Work engagement, as a core aspect of professional well-being, serves as a critical indicator of educational environmental quality, which in turn shapes developmental outcomes for children. Identifying predictors of work engagement is essential, with psychological well-being emerging as a potential key factor. Elements of the PERMA model of well-being were considered factors of preschool teachers’ work engagement. Additionally, cultural contexts may further modulate preschool teachers’ well-being. This study examines the psychological well-being profiles of preschool teachers in Serbia and Russia and explores how well-being characteristics relate to professional engagement.
methodsThe total sample incorporates 654 preschool teachers aged from 18 to 70 years (M = 44.8, SD = 9.87), 98% female. The Russian sample comprises 388 individuals, the Serbian one – 266. Data collecting was performed using online survey method. Participants answered the PERMA-profiler questionnaire and the Utrecht Work Engagement Scale.
resultsThe findings emphasized cross-cultural differences in indicators of psychological well-being of teachers. Russian preschool teachers demonstrated a higher level of accomplishment and negative emotions, while their Serbian colleagues showed a higher level of positive emotions, meaning, health and work engagement. Predictors of work engagement varied culturally: for Russian preschool teachers, engagement was driven by positive emotions, meaning, and accomplishment; for Serbian teachers, it was linked to accomplishment, happiness, and low negative emotions.
conclusionsThese findings underscore the interplay between cultural context and well-being in shaping preschool teachers’ professional engagement.
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