Abstract
This paper aims to provide an overview of research on predictors and outcomes of unwinding from work-related thoughts in nonwork time, known as psychological detachment, and of constantly thinking about work, known as work-related rumination, in teachers. The systematic literature search found 12 studies. The findings indicate that job-related variables such as high workload are associated with lower psychological detachment and that person-related variables such as recovery-related self-efficacy are related to higher psychological detachment. Furthermore, low psychological detachment or high work-related rumination predicted outcomes such as poor sleep quality. Interventions can lead to higher psychological detachment and lower work-related rumination. Teacher-relevant stress and health indicators are extensively investigated in the educational psychology literature. This review goes beyond by relating these indicators to teacher recovery in terms of psychological detachment, thus systematically bridging and integrating the educational psychology and the recovery research strands. Bridging these two strands is meaningful for teachers because working beyond the required hours is typical for teachers. By further examining the effect of inadequate separation of work–nonwork boundaries on psychological detachment and its effect on well-being, practical implications for teachers’ work-life can be elucidated.
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