ABSTRACT Background Teachers' psychological well‐being is a crucial and multifaceted dimension of professional life, determined by the balance between job demands and available resources. This study investigates the well‐being of Italian teachers in the post‐COVID era using the Job Demands–Resources model to identify risk and protective factors. Methods Six focus groups were held with 40 primary and secondary school teachers from three Italian regions. A deductive–inductive approach was used to analyze factors influencing well‐being, which were categorized within the JD‐R framework. Teachers' emotional responses associated with these demands and resources were also examined. Results Three main categories of demands and resources emerged: individual, relational, and organizational. The most frequent demand involved relational difficulties with students' families, while positive collegial relationships represented the main resource. Demands were often linked to frustration, feeling judged, and loneliness, whereas resources were associated with serenity, satisfaction, and joy. Implications for School Health Policy, Practice, and Equity Findings emphasize the importance of supporting teacher–family relationships and promoting collegial collaboration as protective factors for well‐being. Interventions should address relational and emotional challenges to enhance a sustainable school climate. Conclusions The study highlights relational and systemic factors shaping teachers' well‐being and suggests actionable strategies for promoting healthier educational environments in the post‐COVID era.
Zuccarini et al. (Sun,) studied this question.