Abstract
In previous decades, the well-being of teachers has been at the center of the attention of researchers in several practical investigations on various subjects such as language learning. The objective of this review is to clarify this construct and add new information on the predominance of the well-being of teachers and organize factors impacting it. Nevertheless, among factors influencing the levels of well-being, the focus of this review is on two constructs, namely, optimism “as a new concept in positive psychology,” societal theory, and collective school assets in education, and efficacy of teachers as an individual source in teachers. This review tries to focus on the eminent role of teacher efficacy and optimism in the process of education and also clarify their consequences on the well-being of teachers. In a nutshell, this review can provide implications for language teaching participants in the academic context.
Highlights
Kuo Song*Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Education can be a rewarding career with significant, impactful, and crucial work; the intricacy of its quality can make it difficult
Teacher selfefficacy is a necessary consideration in influencing educators’ view of their job, their classroom events, and their impact on scholars’ conclusions (Tschannen-Moran and Hoy, 2001). Personal resources such as self-efficacy and optimism were found to mediate the relationship between job resources and commitment (Xanthopoulou et al, 2007), and to comprehend the consequence of issues that are focused on teacher well-being, this study tries to scrutinize the position of the above-mentioned perceptions in language teacher well-being
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. The well-being of teachers has been at the center of the attention of researchers in several practical investigations on various subjects such as language learning. The objective of this review is to clarify this construct and add new information on the predominance of the well-being of teachers and organize factors impacting it. Among factors influencing the levels of well-being, the focus of this review is on two constructs, namely, optimism “as a new concept in positive psychology,” societal theory, and collective school assets in education, and efficacy of teachers as an individual source in teachers. This review tries to focus on the eminent role of teacher efficacy and optimism in the process of education and clarify their consequences on the well-being of teachers. This review can provide implications for language teaching participants in the academic context
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