TY - EJOU AU - Ferreira, Marco TI - Emergent Themes on Teachers’ Professional Well-Being: A Qualitative Descriptive Study T2 - International Journal of Mental Health Promotion PY - VL - IS - SN - 2049-8543 AB - Objectives: Teachers’ well-being significantly impacts schools, educators, and students. Many negative effects of low well-being are widely recognised, with stress and burnout linked to attrition and teacher shortages globally. In Portugal, a country with a severe lack of teachers, attention to teacher well-being is crucial for the long-term sustainability of the profession. This study aims to understand teachers’ professional well-being. Specifically, it seeks to (1) clarify well-being, the sense of belonging, and autonomy within the school community and (2) explore how teachers perceive the values and behaviours of schools that prioritise well-being. Methods: A descriptive qualitative study was conducted with 22 teachers who had taught for at least 15 years in Portuguese public middle and secondary schools. Individual in-depth interviews via Zoom were carried out using a semi-structured interview protocol, and the data were analysed using qualitative thematic analysis. Results: The analysis identified three interrelated dimensions of teachers’ professional well-being: learning and development, underscoring the significance of ongoing professional growth and reflective engagement; inclusivity, reflecting experiences of belonging, equity, and supportive collegial relationships; and psychological safety, denoting trust, open communication, and a lack of fear of judgment. Conclusions: The findings conclude that teachers’ professional well-being rests on the dynamic integration of learning and development, inclusivity, and psychological safety. These dimensions together define the essential conditions under which teachers experience growth, the sense of belonging, and emotional balance within their professional contexts. KW - Well-being; healthy relationships; inclusivity; sense of belonging; psychological safety DO - 10.32604/ijmhp.2026.080597