Value coherence, professional identity, and teacher well-being: evidence from Hungarian educators

Teacher well-being is often studied as an individual psychological trait rather than as shaped by professional environments and system-level values. This cross-sectional study investigates value coherence—the alignment across personal, professional, and perceived systemic value priorities—as a predictor of well-being. Using data from a national sample of Hungarian teachers (N = 1,443), we examine associations with job and life satisfaction, alongside potential gender moderation. Findings indicate that higher value coherence is associated with greater professional well-being, though the effect is modest (β = 0.066); its link to general well-being did not reach statistical significance. Formal moderation tests confirmed no significant gender differences. By conceptualising value coherence as an integration process relevant to teacher education, this study contributes to discussions on professional identity formation and systemic conditions supporting sustainable teacher well-being.