Published Paper Details:

The relationship between a teacher's adjustment and their quality of life is a crucial aspect of the educational landscape, impacting both educators and students. This study explores the intricate interplay between a teacher's ability to adapt to their professional environment and the subsequent influence on their overall quality of life. Utilizing a mixed-methods approach, data were collected through surveys, interviews, and observations from a diverse sample of teachers in various educational settings. The findings reveal a significant correlation between a teacher's adjustment to their work environment and their quality of life. Teachers who exhibit higher levels of adaptability tend to experience better job satisfaction, reduced stress levels, and improved overall well-being. Factors such as positive school climate, supportive colleagues, professional development opportunities, and effective classroom management techniques were identified as critical contributors to teacher adjustment. Teachers facing challenges in adapting to their work environment reported lower job satisfaction, increased burnout, and diminished personal well-being. Factors such as excessive workload, inadequate support, and classroom disruptions were identified as obstacles to teacher adjustment. These findings underscore the importance of addressing teacher adjustment as an integral part of educational policy and practice. By creating supportive school environments, fostering professional growth, and implementing strategies to mitigate stressors, educators can enhance their quality of life and, in turn, positively impact student outcomes. This research highlights the need for ongoing efforts to improve teacher well-being, ultimately benefiting both educators and the educational community as a whole.