Teacher well-being in the classroom: A micro-longitudinal study

Li, Pei-Hsin; Mayer, Diane; Malmberg, Lars‐Erik

doi:10.1016/j.tate.2022.103720

Cited by 27 publications

(17 citation statements)

References 68 publications

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“…The studies reviewed were mostly from Asia and Europe. Four studies were from Asian countries ( [21,6,20] and the other four studies were from European countries (Barbieri et [4,12,19,18] . While some studies dealt with all the primary, secondary, and special teachers, few studies were only related to high school teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Ensuring the well-being of teachers is very vital. Teachers are the most important resource for the development of a nation (Zakaria et al, 2021) [21] and most of the time they are under a lot of work pressure with much expectation from society that ultimately results in burnout (Cui & Ma, 2023) [8] . Burnout, a physical and mental exhaustion is quite a common problem among teachers worldwide (Agyapong et al, 2022) [1] .…”

Section: Introductionmentioning

confidence: 99%

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A Review on the Well-being of School Teachers

Hasnain¹

2023

IJMRGE

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Well-being implies an overall healthy body and mind and encompasses physical, social, and emotional factors. The well-being of an individual plays an essential role in all aspects of his/her life, and teachers work is immensely affected by their well-being. Teachers as nation builders, have abundant responsibility on their shoulders and they play an important role in building a sustainable society. However, the work conditions and various environmental factors at times impact their well-being. The present study is a review of studies conducted on the well-being of teachers. For this purpose, eight research papers spanning from 2019 to 2022 have been reviewed. The present study intends to find out the various factors that have an impact on the well-being of school teachers in different countries and also analyze the course of action that is being adopted or suggested to promote teachers’ well-being. The study is crucial as it will help the stakeholders understand the components that need to be focussed on while dealing with the teachers’ well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Review on the Well-being of School Teachers

Hasnain¹

2023

IJMRGE

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“…Much of the existing research literature on teacher well-being and stress has been limited to single time point indicators (Saeki et al, 2018), beginning and end of day reports (Li et al, 2022), or retrospective reports (Gregersen et al, 2023). For example, prior research on the influence of contextual factors within (e.g., administrator support) and outside the school (e.g., test-based accountability policy) has been limited to a single report of teacher stress (N.…”

Section: Theoretical Framing Of Teacher Emotion In a Dynamic Environmentmentioning

confidence: 99%

Are “well” teachers “better” teachers? A look into the relationship between first-year teacher emotion and use of evidence-based instructional strategies.

Mennes,

von der Embse,

Kim

et al. 2024

School Psychology

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Teachers experience significant stress with 93% reported high levels of stress (Herman et al., 2018), and literature examining teacher stress levels during the COVID-19 pandemic reveals that 30 percent of teachers experience significantly high levels of stress (Silva et al., 2021). Low levels of teacher well-being and higher levels of stress have been linked to punitive behavior management (Jennings & Greenberg, 2009) and lower student academic achievement (Goddard et al., 2000). The aim of the present study is to explore the relationship between teacher emotion and use of evidence-based instructional strategies that promote student success. In this study, 17 first-year teachers completed a novel measurement, inclusive of single-item scales intended to assess feelings of stress, efficacy, and school connectedness, several times a day, each day of the week, for 1 month. The classroom strategies assessment system of evidence-based academic and behavioral instructional strategies was used in weekly teacher observations. Results indicated validity between these single-item scales and established measures of teacher well-being. A positive relationship between teachers’ in-the-moment well-being and evidence-based instruction was found, as well as substantial variation in teacher emotional response across days and weeks. Implications and future directions are discussed.

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“…It is the question of children’s development, growth, and learning that necessitates teachers’ management of levels of stress. The literature demonstrates the unsurprising and negative consequences of teachers who are stressed: stressed teachers may have poorer quality interactions with children (Gagnon et al, 2019 ; Jennings & Greenberg, 2009 ; Li et al, 2022 ) and, in turn, the children may act out, further impinging on the classroom’s emotional climate. This dynamic of stressors may turn the relationship between teachers and children increasingly negative and cyclical (Raver et al, 2008 ; Zhai et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

Wiltshire

2023

Early Childhood Educ J

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The early childhood education teacher workforce is consistently relied upon to bolster children’s academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled “at risk.” While research has focused on pervasive stressors as obstacles to these classroom professionals (e.g., teacher/teaching stress, curricular mandates, quality assessments, COVID-19), there is less research on stress in relation to the formation of teacher identity; specifically, how stress contributes to and detracts from the formation of a teacher’s micro-identity, and how negative impacts of stress to the micro-identity may contribute to teachers’ decisions to leave the field. Although once considered to be one of the fastest growing industries, The Great Resignation, as it has come to be known, estimates up to 25–30% of the workforce leave annually. To better understand the choices teachers make to leave the profession, the current study examined the influence of stress on teachers’ microidentity by centering the voices of six Head Start teachers. Implementing a qualitative design, this investigation asked (a) Who are the Head Start teachers in the workforce today? (b) What are the particular stressors with which they contend? (c) How does the micro-identity of these teachers change as a result of stress, and what are the potential choices that follow? Results and findings indicated that Head Start teachers experience (1) stress as reality, (2) stress-shaped identities, and (3) identity-mediated choice. Implications and insights are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-023-01468-w.

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Teacher well-being in the classroom: A micro-longitudinal study

Cited by 27 publications

References 68 publications

A Review on the Well-being of School Teachers

A Review on the Well-being of School Teachers

Are “well” teachers “better” teachers? A look into the relationship between first-year teacher emotion and use of evidence-based instructional strategies.

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

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