Teachers’ Well-Being and Health in Germany: Representative Cross-Sectional Study

Background Teachers play a fundamental role in the educational system and carry significant responsibilities. However, various occupational demands may compromise their health and well-being. At present, empirical data on the specific correlates of health and well-being among teachers in Germany remain limited, for example, regarding the relevance of health literacy. Objective The primary aim of this study was to conduct a comprehensive assessment of the current health and well-being status among teachers. Specifically, the study aimed to quantify these factors according to the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishments (PERMA) model as well as their general and mental health literacy. Secondary aims were to explore how health and well-being are associated with general and mental health literacy, as well as other personal and professional factors. Methods This cross-sectional web-based survey was conducted in 2022 among teachers currently working in Germany. Participants were randomly sampled from all teachers in a general population panel (>100,000 panelists recruited exclusively offline). In total, 61.6% (1005/1631) of the invited teachers participated (mean 49.99, SD 9.74 years). The final sample was weighted by gender, age, school type, and federal state. Health and well-being (PERMA Profiler questionnaire), general health literacy (European Health Literacy Survey Questionnaire, 16 items), mental health literacy (Mental Health Literacy Tool for the Workplace), sociodemographic (eg, gender and age), and professional information (school type, experience, and teaching load) were assessed. Bivariate (ANOVAs, t tests, and Pearson correlations) and multivariate (multiple regression) analyses were computed to analyze the associations between the health and well-being outcomes and the other factors. Results The teachers reported intermediate to high well-being and health according to the PERMA model. In addition to significant bivariate associations, regression analysis for the well-being outcome (F13, 977=10.66; P<.001) revealed general (β=.23; P<.001) and mental health literacy (β=.15; P<.001) as significant positive predictors. In addition, teachers aged 40-49 years (β=–.12; P=.002) and 50-59 years (β=–.10; P=.03), as well as those with 10-19 years of experience (β=–.08; P=.04), reported significantly lower well-being than their younger/early-career peers. The regression model for the health outcome (F13, 980=8.34; P<.001) showed that general health literacy (β=.25; P<.001), teaching at nonprimary schools (β=.10; P=.002), and a high teaching load (≥28 hours: β=.10; P=.02) were positively associated with the health outcome. Teaching experience of 10-19 years (β=–.09; P=.02) and older age (50-59 years: β=–.12; P=.02; ≥60 years: β=–.09; P=.046) predicted lower health scores. Other factors were not significant in the well-being and health regression models (all P>.05). Conclusions This study highlights the potential of health literacy as an intervention target for improving teachers’ health and well-being. To build on these findings, longitudinal and interventional studies are needed.