Best educational practices with ICT and subjective well-being in innovative teachers

Abstract

The aim of this study, part of a broader investigation of educational innovation and the integration of Information Technologies and Communication Technologies (ICT) in the classroom, was to determine the degree of «Subjective Well-Being» self-perceived by innovative teachers and associated with its implementation of «best educational practices with ICT». «Subjective Well-Being» is a concept that is extracted from people's perceptions about their existence or their subjective view of life and professional experience. In a sample of innovative teachers (N=41) of schools selected for their good practice with ICT, a questionnaire was used to measure how motivations, emotions and skills are present in an innovative practice with technology, and the degree of personal and professional satisfaction achieved after the implementation of best practices. The results reveal the motivations that move teachers to participate in innovative educational activities, perceptions of satisfaction and emotions that underpin their degree of "subjective well-being" linked to best educational practices with ICT. Best educational practices with ICT are motivated by practical reasons (improvement of the teaching and students' interest), ethical (duty and responsibility of use by teachers) and individual (overcoming challenges to achieve greater digital competence). The teachers expressed mostly positive emotions related to the educational use of ICT (pride, satisfaction, self esteem, self-confidence and happiness), self-perception of achievement of professional goals and greater effectiveness in their teaching. The teachers perceive that their practices affect the positive attitude of colleagues towards ICT innovations, the management team to support these projects and greater involvement of students in their learning activities.