In recent years, considerable attention has been devoted to teacher well-being. And rightly so. Teachers who feel well probably teach better. But what actually helps? Less workload? More autonomy? Or is there something deeper at play? Something in who we are, rather than what we do?

A new study by Giacomo Angelini, Caterina Mamprin and colleagues (LUMSA University in Rome and Université de Montréal) takes exactly that perspective. Instead of focusing on workload or school policy, they emphasise virtues. And before you think of the Bible: these are human qualities we often overlook. Yet they seem to have a strong influence on how we experience our work.

Three virtues that make a difference

In their study of 339 Italian teachers, they focused on three character traits or virtues:

• Caring,

• Inquisitiveness (curiosity), and

• Self-control.

All three were positively associated with greater work engagement and overall well-being. Not directly, but mainly through two other factors: lower burnout and stronger belief in one’s own abilities. This is what researchers and others refer to as self-efficacy.

In other words, teachers who remain curious and enjoy experimenting or understanding how things work tend to feel better. They are also less likely to burn out. Caring teachers report higher levels of well-being. Those who can regulate themselves appear to be better protected against exhaustion. It’s not about cause and effect, but it’s about a pattern of interrelated qualities. This pattern tells us something important about how teachers experience their work.

Can you actually learn these virtues?

So are these virtues innate, or can they be learned? This study doesn’t say. It’s a snapshot, not an experiment. Yet the authors place their work within the tradition of positive psychology, where virtues are seen as developable qualities. They’re not entirely inborn, but they grow in the right circumstances: in a school culture that encourages curiosity and leaves space for reflection. Additionally, such a culture nurtures rather than drains caring and self-control. I remain somewhat sceptical here, mindful of more recent critical publications.

Angelini and colleagues conclude that strengthening such virtues is no soft extra, but a form of professional development. It’s not about another training course or new tool, but about consciously cultivating the qualities that make the work both bearable and meaningful. Curiosity stands out as the most powerful lever — fuelling resilience, motivation and the joy of learning.

That idea also aligns with what we often observe in practice. Teachers who maintain their sense of wonder tend to remain inspired for a longer period. Perhaps that’s one of the most underestimated forms of self-care in education.