A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Zhang, Lutong; Chen, Junjun; Li, Xinlin; Zhan, Ying

doi:10.1007/s40299-023-00717-1

Cited by 15 publications

(4 citation statements)

References 72 publications

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“…In short, the positive relationship between teachers and students could improve teachers' well-being sense, this result was consistent with many studies [43][44][45]. It was well known that teachers' wellbeing affects teachers' work, and a positive internal environment would ensure that teachers were happy and enjoy their work [46]. Further understand that there was a high correlation between teachers' empowerment and well-being.…”

Section: Discussionsupporting

confidence: 87%

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

2023

IJER

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The purpose of this study was to understand the relationship between principal's transformational leadership, teacher empowerment and teacher well-being, and to predict teachers' well-being by principal's transformational leadership and teacher empowerment. This study referred to the Multifactor Leadership Questionnaire compiled by Bass and Avolio, the adaptation of Spreitzer's Psychological Empowerment Scale, and the adaptation of Ryff and Keyes' Psychological Well-Being Scale, compiled into "Principal Transformational Leadership and Teacher Empowerment and Teacher Well-Being Questionnaire". The results of the study showed that there was a high correlation between the various variables, among which the correlation between teachers' work ability (empowerment) and personal growth (well-being) was the highest, showed that middle school teachers' empowerment and teachers' well-being were highly correlated, this study verified that principals' transformational leadership and teacher empowerment had predictive power for teachers' well-being. Finally, the conclusion of this research is that from the perspective of teachers, the principal should be a model for teachers and students in the school and pay attention to the principal's own job responsibilities. Teachers believe that empowerment depends on the teacher's own work ability, and maintaining positive interpersonal relationships can help get the best sense of well-being.

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Section: Discussionsupporting

confidence: 87%

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

2023

IJER

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“…Как было отмечено ранее, многочисленными исследованиями подтверждена связь и поддерживающее влияние положительных личностных черт на уровень благополучия и успешность профессиональной деятельности [12; 21; 27; 29] . В этой части полученный нами результат о положительном эффекте сознательности, а также выявленная тенденция по показателю открытости опыту не противоречат данным современных исследований, полученных на выборках не только преподавателей и студентов, а также представителей других сфер деятельности [30] . Однако не обнаружено достаточного ожидаемого достоверного эффекта экстраверсии и нейротизма на уровень благополучия .…”

Section: обсуждение результатовunclassified

Subjective Well-being of Teachers in Contemporary Situation: Emotional, Personal and Metacognitive Predictors

Denisova,

Ermakov,

Abakumova

et al. 2024

Психологическая Наука И Образование

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<p>This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.</p>

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“…This perspective draws attention to the stressors, burnout, and emotional exhaustion that can negatively affect teachers as they navigate the demanding landscape of schools and education systems. Recent evidence from Finland ( Taajamo and Puhakka, 2020 ), the UK ( Scanlan and Savill-Smith, 2021 ), and the USA ( Herman et al, 2020 ) indicates that teachers’ work-related stress is high globally (as cited in Zhang et al, 2023 ). It underscores the urgent need for systemic support, resources, and strategies to address these deficiencies and shortcomings, which can have detrimental effects on both individual teachers and the overall quality of education.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of primary school teachers’ wellbeing: room for a holistic approach

Ozturk,

Wigelsworth,

Squires

2024

Front. Psychol.

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Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers’ mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education.Systematic review registration:https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO, CRD42021278549.

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A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Cited by 15 publications

References 72 publications

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

Subjective Well-being of Teachers in Contemporary Situation: Emotional, Personal and Metacognitive Predictors

A systematic review of primary school teachers’ wellbeing: room for a holistic approach

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