Methods used to evaluate teacher well‐being: A systematic review

Fox, Harriet B.; Walter, Heather L.; Ball, Karly B.

doi:10.1002/pits.22996

Cited by 5 publications

(2 citation statements)

References 85 publications

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“…School connectedness, sometimes referred to in the literature as belonging, refers to feelings of being supported and having positive relationships at school (Mankin et al, 2018;Renshaw et al, 2015). This psychosocial phenomenon has been positively correlated with higher levels of teacher wellbeing and negatively correlated with decreased motivation and teacher retention in the teacher wellbeing literature (Collie & Carroll, 2023;Dreer, 2023;Fox et al, 2023). McCallum et al (2017) espouse that student interactions, support from leadership, and collaborations with parents are a correlational link between teacher occupational wellbeing and school connectedness.…”

Section: School Connectednessmentioning

confidence: 99%

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Sawatske,

Leonard,

Harris

et al. 2024

Australas. j. spec. incl. educ.

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Extant studies of special education teacher wellbeing often focus on negative aspects, such as stress, burnout and the consequent attrition from teaching, the latter occurring with increasing frequency in the field of special education. In this article, the authors use the OECD teacher wellbeing framework to conceptualise special education teacher wellbeing as a positive multidimensional construct, making the case for uncoupling special education teacher wellbeing from mainstream teacher wellbeing given the almost paradigmatic difference in roles, responsibilities, and educational context within Australian schools. The (limited) literature reveals numerous possibilities for supporting and promoting special education teacher wellbeing with salient wellbeing-promoting factors, such as teacher self-efficacy, connectedness, professional development, and class structure. Further empirical studies harnessing these factors will help improve working conditions and the wellbeing of special education teachers.

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Section: School Connectednessmentioning

confidence: 99%

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Sawatske,

Leonard,

Harris

et al. 2024

Australas. j. spec. incl. educ.

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show abstract

“…Occupational well‐being encompasses multiple aspects of a job, including workplace quality, safety, organizational culture, work engagement, and personal feelings related to one's job (Fox et al, 2023). This concept has been the subject of extensive research across several disciplines due to its significant impact on employees, individuals, and organizations unless properly addressed (Bianchi et al, 2022; Zhou, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment

Ozyildirim

2024

Psychology in the Schools

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Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.

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Factors Associated with Teacher Wellbeing: A Meta-Analysis

Zhou,

Slemp,

Vella-Brodrick

2024

Educ Psychol Rev

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Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

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Methods used to evaluate teacher well‐being: A systematic review

Cited by 5 publications

References 85 publications

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment

Factors Associated with Teacher Wellbeing: A Meta-Analysis

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