TEACHER WELL-BEING AND ITS INFLUENCE ON CLASSROOM EFFECTIVENESS

Teacher well-being is a critical determinant of educational quality in higher education, directly influencing instructional effectiveness, student engagement, and learning outcomes. This study investigates the relationship between teacher well-being and classroom effectiveness among 150 university instructors at The University of World Economy and Diplomacy, Tashkent. Teacher well-being was assessed using the Teacher Subjective Well-Being Questionnaire (TSWQ), while classroom effectiveness was measured through observer-rated instructional quality, student engagement surveys, and aggregated academic performance in core courses. Correlational and regression analyses revealed significant positive associations between teacher well-being and instructional quality (r = .48, p < .001), student engagement (r = .44, p < .001), and student academic performance (r = .35, p < .01). Regression results confirmed that teacher well-being is a significant predictor of classroom effectiveness. These findings underscore the importance of supporting instructors’ emotional, psychological, and professional health to enhance educational outcomes and inform university policies and faculty development programs.