Teacher well-being: A systematic review of the research literature from the year 2000–2019

Hascher, Tina; Waber, Jennifer

doi:10.1016/j.edurev.2021.100411

Cited by 241 publications

(226 citation statements)

References 144 publications

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“…Lararus and Folkman contended that a person's capacity to cope and adjust to challenges, and problems, is a consequence of the interactions (transactions) between a person and their environment. Specifically, the model promotes understanding of the how people react to, appraise and cope with stressors that can have an impact on their psychosocial and emotional wellbeing ( Hascher & Waber, 2021 ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Research in the field repeatedly highlights the importance of teacher wellbeing in relation to facing the many day-to-day challenges in delivering effective teaching practice ( Aulén, Pakarinen, Feldt & Lerkkanen, 2021 ; Hascher & Waber, 2021 ). Specifically, studies have shown that teacher wellbeing is negatively associated with psychological constructs such as teacher stress and burnout ( Burić, Slišković & Penezić, 2019 ) and positively with teacher coping, resilience and professional growth ( Beltman, Mansfield & Price, 2011 ), as well as teacher motivation and commitment ( Cameron & Lovett, 2015 ).…”

mentioning

confidence: 99%

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Coping through the unknown: School staff wellbeing during the COVID-19 pandemic

Brooks

Creely

Laletas

2022

International Journal of Educational Research Open

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Section: Conceptual Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Coping through the unknown: School staff wellbeing during the COVID-19 pandemic

Brooks

Creely

Laletas

2022

International Journal of Educational Research Open

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“…Well-being is a dynamic state. Scientists have tried to depict the complexity of the philosophical and humanistic nature of well-being ( Berezina et al, 2020 ; Dix et al, 2020 ; Hascher and Waber, 2021 ). Historically, two distinct, yet complementary paradigms have developed in the research field of well-being.…”

Section: Literature Reviewmentioning

confidence: 99%

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

et al. 2022

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Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-being and two subjects, namely, Chinese and Mathematics. It is interesting to note that the other five dimensions of well-being were significantly associated with any subjects and English was not significantly related to any dimensions of well-being in this study. Our findings suggested that policymakers and other stakeholders should avoid an “all or nothing” mindset on practice when considering well-being as a multidimensional construct.

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“…Other researchers defined teacher well-being as a positive emotional state, resulting from harmony between teachers’ environmental and personal factors (e.g., Aelterman et al, 2007 ; Brouskeli et al, 2018 ) and as a main driver of teacher effectiveness ( Duckworth et al, 2009 ). A recent systematic review of the research literature on teacher well-being ( Hascher and Waber, 2021 ) showed that the definition and the operationalization of teacher well-being differ across the studies. Studies on teacher well-being vary in regard to the number and choice of subdimensions, whereby the predictors, indicators, and outcomes of teacher well-being are not clearly differentiated.…”

Section: Introductionmentioning

confidence: 99%

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

et al. 2022

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Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic.

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Teacher well-being: A systematic review of the research literature from the year 2000–2019

Cited by 241 publications

References 144 publications

Coping through the unknown: School staff wellbeing during the COVID-19 pandemic

Coping through the unknown: School staff wellbeing during the COVID-19 pandemic

The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

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