Abstract
The main objective of the study was to investigate the well-being, sense of efficacy, and job satisfaction of teachers in Integrated Schools and the relationship between these variables. The study used a quantitative approach, with data collected through surveys to assess teachers' well-being in terms of workload, organization, and student interaction; their sense of efficacy in terms of instruction, motivation, and classroom management; and job satisfaction in terms of security, work environment, and promotion. According to the results, teachers typically expressed high levels of well-being, sense of efficacy, and job satisfaction. Despite having somewhat lower well-being in relation to workload, teachers felt supported in both organizational and student interaction elements. Teachers reported feeling very confident in their ability to motivate students, educate, and manage the classroom. Teachers were very grateful for their work environment and promotion, which contributed to their high job satisfaction. Significant correlations between teachers' job satisfaction, sense of efficacy, and well-being were found, underscoring the significance of supportive organizations, reasonable workloads, and positive student interactions. Based on these results, the study suggests that teachers practice self-reflection and professional development, school administrators establish programs and supportive environments, legislators create policies that support teachers' professional development and well-being, and future researchers look into other factors that affect student outcomes and teacher effectiveness. This study offers insightful information for raising educational quality, teacher engagement, and retention in integrated schools.
