The Teacher’s Role in Student Well-Being: A Quantitative Analysis of Influence and Responsibility in a Post-Transition Educational System

Abstract

Background: Students’ physical and mental well-being has increasingly been recognized as a core component of educational quality and long-term social development. Within schools, teachers play a crucial role not only in knowledge transmission but also in shaping students’ health-related attitudes, behaviors, and emotional development. Despite growing attention to health promotion in educational policy, empirical evidence on how teachers perceive and enact this role remains limited. This study examines teachers’ perceptions of their responsibility in promoting students’ wellbeing, the practices they implement, and the challenges they face. Method: A quantitative design was employed in nine-year schools in Durrës, Albania. A total of 150 primary and lower secondary teachers participated. Data were collected using structured questionnaires with Likert-scale items and analyzed using SPSS. Descriptive statistics summarized response patterns, while chi-square and correlation analyses examined associations among variables. Results: Teachers reported a strong sense of responsibility for student well-being, regularly applying supportive communication strategies, flexible instructional approaches, and motivational techniques. Implementation was constrained by limited specialized training, insufficient teaching resources, and weak institutional support. Collaboration with parents and school staff significantly enhanced the effectiveness of healthrelated initiatives. Conclusion: Sustained professional development, systematic integration of health education into teacher training, and stronger institutional support frameworks are recommended. Enhancing teacher competencies in conjunction with school-level support can substantially improve schools’ capacity to promote students’ physical, emotional, and psychological well-being.