Author(s)

Aline Rocha Mendes¹, Karina Pacheco Dohms¹, Carla da Conceição Lettnin¹, Juan José Mouriño Mosquera², Claus Dieter Stobäus³

¹Postgraduate Programs in Education, Pontifical Chatolic University of Rio Grande do Sul, Porto Alegre, Brazil.
²Postgraduate Programs in Education, Pro-Rectory of Postgraduate and Research, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil.
³Postgraduate Program in Education and in Biomedical Gerontology, Pontifical Chatolic University of Rio Grande do Sul, Porto Alegre, Brazil.

Using a qualitative approach, this article aims to list the aspects that influence and generate conditions for the well-being as well as reflect on how this welfare could contribute to the personal and professional development of teachers, taking into account the cycles of the teaching profession, health and quality of life. The theoretical framework is based on Maslow, Huberman, Jesus, Marchesi and Stobaus & Mosquera studies. Knowing that teachers can experience both conditions, during their working lives, malaise as welfare, and that it will depend on how they deal with different situations in which they are teaching, we understand that the teachers themselves can also develop their resources in order to improve their quality of personal and professional life, through elements of Positive and Heath Psychology, investing in their resilience, in coping strategies and developing aspects of his affectivity and healthier interpersonal relationships. Interventions are added elements held in educational realities.

Teacher Welfare, Teacher Development, Cycles of the Teaching Profession, Positive Psychology

Mendes, A. , Dohms, K. , Lettnin, C. , Mosquera, J. and Stobäus, C. (2016) Elements for the Personal and Professional Development of Teachers. Creative Education, 7, 1444-1455. doi: 10.4236/ce.2016.710150.