Well-being Of Teachers Research Articles

Attending to Race in Teacher Well-Being Interventions: A Systematic Review and Recommendations

Many teachers are dissatisfied with their jobs, struggle with feeling effective at work, experience high levels of stress and burnout, and report higher levels of depressive symptoms than the average adult. Moreover, growing evidence shows that teachers’ professional experiences are racialized, resulting in well-being disparities between White teachers and Teachers of Color (TOC). In this article, we use a novel AI-assisted tool to review existing research on interventions ( N = 89) geared to improve teacher well-being, with a specific focus on whether and to what extent researchers acknowledge or discuss the racialized nature of teachers’ professional experiences. Grounded in a theory of schools as racialized organizations, we (a) review the most common intervention strategies for improving teacher well-being and (b) document the extent to which teacher well-being interventions address race or racism in their designs and analyses. Consistent with past work, we find that the vast majority of interventions to improve teacher well-being aim to equip teachers with psychological tools (mindfulness, coping strategies, compassion training) to navigate their professional experiences. However, only half of the studies reviewed here report the racial demographics of their samples, and only four consider how their interventions might differentially impact TOC versus White teachers. We discuss the reasons for and implications of this omission from the teacher well-being literature and provide recommendations for researchers to contend with the racialized nature of teacher well-being in research.

Correction to: Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers

Correction to: Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers

A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape.

This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are analysed using a descriptive quantitative approach. The analysis shows that quantitative research methods and empirical research are predominant in this field. Significant increases have been identified in qualitative and mixed-method research approaches in recent years, presaging a more balanced knowledge base in the near future. However, there has been little change in the scarcity of other research types. Meanwhile, the fragmented conceptualization of well-being, as well as its corresponding measurement, remains an outstanding issue. Overall, this review lays the groundwork for an understanding of the current trajectory of well-being research, especially with respect to ECE teachers, from a developmental perspective.

An investigation into the dynamicity of pre-service language teachers’ well-being trajectories: a classroom-based study

ABSTRACT Research consistently shows that teachers with satisfactory well-being are significantly more effective in their teaching, highlighting the crucial role of teacher well-being for learners’ educational outcomes. However, despite significant research efforts dedicated to investigating the well-being of both in-service and pre-service teachers, relatively little is known about their short-term fluctuations in well-being. Similarly, limited attention has been devoted to understanding how pre-service language teachers manage their well-being during critical moments of their training programmes. To address these gaps, this classroom-based study adopted an ecological approach to examine micro-scale changes in well-being of four prospective language teachers in Poland. The participants’ well-being trajectories were tracked using graphs over a six-week period, with measurements conducted during lectures and after individual microteaching sessions. The data were also drawn from weekly in-depth interviews and were further subjected to inductive thematic analysis. The findings provided further evidence for the dynamic nature of pre-service language teachers’ well-being, as the respondents’ trajectories exhibited significant variability both during and in between individual sessions. The participants’ well-being fluctuated in response to various personal, social, and contextual influences, including efficacy beliefs, insufficient technological literacy, classroom climate, training programme specifications and requirements, low professional awareness, and the lecturer’s instructional choices.

Understanding professional challenges and coping strategies within the resilience process that support teacher well-being.

Teaching is an immensely complex profession with a variety of challenges. This qualitative study explores challenges that teachers face and how teachers cope with these challenges to maintain their well-being. The study is based on the Aligning Well-being and Resilience in Education (AWaRE) model and aims at identifying relevant teacher challenges and coping strategies to contribute to an evidence-based understanding of well-being and resilience within the teaching profession. We analysed teachers’ coping strategies in challenging situations based on semi-structured interviews with N=29 teachers from schools in Switzerland. Results showed that social factors at diverse levels such as school management, parent interaction and class composition represent the central contextual challenges, while social support systems from school management and colleagues and cooperation among teachers are significant contextual resources. Problem-solving was used as a frequent coping strategy. The results of this study provide implications for understanding the ways to support a successful resilience process among teachers and designing interventions to enhance teachers’ resilience.

The Role of Gratitude and Perceived Social Support on Teacher Subjective Well-Being During the Pandemic

This study aims to analyze the effect of perceived social support and gratitude on teacher subjective well-being of honorary teachers in secondary schools in Madrid during the pandemic. Using a quantitative approach with an ex post facto design, this study involved 202 honorary teachers selected through purposive sampling. The research instruments included the Gratitude Questionnaire, the Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). The results of the analysis using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) showed that perceived social support and gratitude played a significant and positive role in teacher subjective well-being. The higher the perceived social support and gratitude values, the higher the level of teacher subjective well-being. The results of this study have theoretical implications for the development of educational psychology and positive psychology, as well as providing practical recommendations for teachers and the government to improve teacher well-being through curriculum adaptation and other supporting strategies.

Effectiveness Of Workplace Counseling On Psychological Wellbeing Of Teachers

Effectiveness Of Workplace Counseling On Psychological Wellbeing Of Teachers

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

ABSTRACT Teacher retention has been a persistent challenge globally. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform policy and practice on leadership for teacher retention.

The role of stressors and supports in early childhood education instructional quality

This study determined the impact of kindergarten teachers' stress levels and the level of support they received on the instructional quality in an early childhood education (ECE) setting. Specifically, a sequential explanatory mixed-methods design was utilized to link the quantitative and qualitative data. The researchers distributed the survey questionnaires to the 54 kindergarten teachers from Philippines' Davao Central District; voluntarily, they participated in the survey. Meanwhile, eight kindergarten teachers were interviewed. The findings of the survey revealed that the teachers' stress levels were generally moderate. However, the teachers' stress levels were high when it came to time management and work-related stressors. Furthermore, the teachers' perceptions of support revealed that they received a high level of support from their families, co-teachers, and the school administration. In terms of the correlation between the variables, the results showed that only professional distress has a significant influence on support from the family and school administration. The participants shared their issues and concerns with regard to the stress they experienced, which somehow had an impact on their delivery of instruction. These include challenges with parental involvement, difficulties in using technology in the new normal setting, the overlapping of teachers' tasks impeding student learning, inadequate preparation of instructional materials, insufficient instructional time, and a lack of monitoring students' progress. Therefore, this study recommends enhancing educational practices and promoting the well-being of teachers in similar contexts.

How to improve the perceived health, comfort, and well-being of primary school teachers? A quantitative self-reported survey during the COVID-19 pandemic in Scotland

Teachers are among the most stressed professionals, for whom the built environment has an influence. In addition, the COVID-19 pandemic has increased the pressure on schools, where enhanced ventilation is deemed essential to help reduce virus-laden particles in classrooms. Good Indoor Air Quality (IAQ) is required to maintain an adequate level of comfort, health, and well-being. Therefore, solutions to improve IAQ quickly and cheaply are essential. As such, the Scottish Government has funded Local Authorities to purchase CO2 sensors for school classrooms. This study explores two interventions designed to improve the quality of indoor air. The first one by raising the awareness of the teachers on ventilation strategies via a webinar. The second one by deploying devices that visually inform the occupants of the indoor conditions: Temperature, Relative Humidity, and CO2 levels in the classrooms. The novelty of this study is that it evaluated the influence of engaging teachers in the management of their working indoor environments. This paper presents the results of the perceived health, comfort, and well-being of teachers from two primary schools built before 1919 located in Edinburgh, Scotland. Visual feedback sensors improved the perceived air quality of teachers in their classrooms but increased pressure on their workload and were a potential distraction for their pupils. In contrast, raising the awareness of the teachers via the webinar improved their perception of their indoor environment without added pressure. Therefore, awareness programs should be devised to educate school staff on Indoor Air Quality in addition to the development of sensors with visual feedback.

The Role of Stress Management with dhikr-based relaxation techniques in Reducing Teacher Burnout in the Era of Independent Learning Curriculum

This study investigates the effectiveness of a stress management technique using Islamic spiritual practices, known as dzikir, to reduce burnout among high school teachers in the context of an increasing administrative workload under the implementation of the new curriculum. Teachers frequently face high stress levels due to administrative demands, leading to emotional exhaustion, reduced job satisfaction, and lower teaching quality. This research aims to assess the impact of dzikir on alleviating stress and improving emotional and spiritual well-being among teachers. The study employed a quasi-experimental design with a pretest-posttest control group involving 60 high school teachers divided into experimental and control groups. Quantitative data were collected through standardized burnout inventories, and qualitative data were obtained through in-depth interviews. Results indicated that the experimental group, which practiced dzikir, experienced a significant reduction in emotional exhaustion and depersonalization, as well as improved personal accomplishment and job satisfaction compared to the control group. This study concludes that integrating spiritual-based stress management practices is highly effective in addressing burnout among educators, contributing to healthier teaching environments. By emphasizing culturally and spiritually relevant approaches, this research offers a practical solution for enhancing teacher well-being and supports the broader goals of improving educational quality in modern learning systems. These findings underline the importance of incorporating holistic, culturally sensitive interventions into education policy and teacher training programs.

Investigating self-rated health and wellbeing among teachers in Finland from a salutogenic perspective

The teaching profession is among the most stressful occupations associated with high workloads and stress. Teacher wellbeing has received increasing attention, as it is a key factor not only to the wellbeing of the teachers, but also to their students, as well as to the prosperity of the schools and communities alike. The present study aimed to investigate teacher wellbeing from a salutogenic perspective emphasizing positive health, wellbeing, and health promotion principles. A survey was sent to members of a trade union for Finnish teachers in spring 2020. In total, 1,312 teachers responded to the Salutogenic Health Indicator Scale (SHIS), the main measurement used in this study. About 81% of the respondents were women and the majority of the participants (91%) were over 30 years old. Findings from this cross-sectional study reveal that older teachers and teachers with longer work experience reported significantly better perception of energy, cognitive ability, and expression of feelings, compared to younger teachers with more limited work experience, as well as a decrease in perceived stress. In conclusion, older, more experienced teachers were seen to be better able to cope with workplace stressors compared to their younger counterparts, which presumably is linked to a stronger sense of coherence.

OVERLOADING IN ELEMENTARY SCHOOL TEACHERS: A REVIEW

Teacher workload intensification in basic education is a critical issue impacting both teacher well-being and the quality of education. This literature review employs a systematic review methodology to synthesize findings from existing research on the causes and consequences of excessive workloads among teachers. The review identifies key contributors to workload intensification, including administrative responsibilities, lesson planning, student assessments, extracurricular duties, and broad curriculum requirements within limited timeframes. These factors detract from teachers' core instructional functions and contribute to elevated stress levels, burnout, and attrition. The analysis highlights "time poverty" as a significant barrier, limiting teachers' ability to engage in effective pedagogy and professional development. Additionally, the study reveals that excessive workloads undermine teachers' physical and mental health, leading to reduced motivation and job dissatisfaction. To address these challenges, proposed solutions include reducing class sizes, streamlining curricular requirements, and providing additional support staff. The review underscores the necessity of educational policy reforms that prioritize teacher well-being, support effective teaching practices, and foster sustainable work environments. By alleviating workload pressures, these reforms can enhance teacher retention, professional satisfaction, and ultimately, improve educational outcomes for students. This study contributes to ongoing discussions on optimizing teacher workload to ensure high-quality education systems.

Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers

Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers

Auditory and mental well-being of teachers in urban noise environment: A partial least square structural equation model approach

Urban noise pollution significantly impacts public health, particularly affecting those in constant exposure, such as schoolteachers in urban areas. This study addresses the critical gap in understanding how persistent traffic noise impacts teachers’ auditory and mental health, a key concern given their essential role in educational outcomes. The necessity of this research is underscored by the potential for noise-induced disturbances to impair teaching effectiveness and teachers’ quality of life. The research question investigates the specific auditory and mental health outcomes for teachers working in noise-polluted environments. The study quantitatively measures hearing acuity and assesses mental well-being among teachers in five urban schools adjacent to high-traffic areas using audiometric assessments and a socio-acoustic questionnaire. Findings indicate a varied degree of noise-induced hearing loss (NIHL), with 36% of the participants exhibiting mild while 8% showing moderate hearing loss. The obtained value of hearing handicap ranges from 2.1 to 14.4%. However, these results for hearing handicaps were found to be less significant, indicating the non-considerable impact of classroom noise on the auditory health of teachers. Furthermore, through exploratory factor analysis (EFA) and principal component analysis (PCA), five critical factors impacting teachers’ well-being were identified: Physiological Impact, Acoustics, Ambient Environment, Social Awareness, and Mental Well-being. Subsequent analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that physiological impact and classroom acoustics, with path coefficients of 0.45 and 0.28, respectively, exerted a substantial and decisive influence on the mental well-being of schoolteachers, highlighting the critical role of environmental factors in shaping their psychological health. These insights underscore the pressing need for immediate interventions in school design and urban planning to effectively reduce noise pollution and protect the well-being of teachers.

Unlocking the Secrets of Effective Teaching: An Exploration of Positive Emotions During Telecollaboration

In recent years, the recognition of teachers’ well-being has gained worldwide attention. Language teacher well-being has a significant contribution to classroom activity. This study explores a pre-service English teacher’s positive emotions of well-being based on PERMA and its impact on future careers. Positive emotions are the presence of positive emotions, lack of negative emotions, and life satisfaction. Telecollaboration provides a beneficial space to get the chance to expand content knowledge, increase techno-pedagogical abilities, improve the methodology of teaching, and achieve a sense of well-being. This study used autobiographical narratives to capture the researcher’s positive well-being experiences. Data were gathered through diaries and artifacts in the form of photos and screenshots during telecollaboration. The researcher used a thematic analysis technique to analyze the data. The findings underscore the presence of positive emotions that influence the outcomes of pre-service teachers, while negative emotions shift into positive feelings, thus contributing to personal development. These experiences lead the pre-service English teacher into an effective prospective educator for the future.

Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying

ABSTRACT The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting student teachers’ job and study satisfaction and general well-being. Results from SEM (N = 296) indicated that student teachers’ well-being and satisfaction is significantly impaired by perceived overload, time pressure, and exhaustion resulting from the combination of both job and study contexts. In contrast, the findings showed that psychological health is promoted by resources (i.e. social support, task relevance, and task clarity) and perceived engagement (cumulatively) in both contexts. Moreover, further analyses confirmed buffering effects (but not boosting effects), as postulated in the job demands-resources model.

Understanding EFL Teachers’ Occupational Anxiety under Double Reduction Policy

This study investigates the impact of China’s Double Reduction policy on the occupational anxiety (OA) and well-being of English as a Foreign Language (EFL) teachers in secondary schools in Shenzhen. Through interviews with six EFL teachers, the research identifies three main sources of increased workload: the introduction of after-school services, changes in homework design, and the expansion of teaching content. The findings reveal that these changes have led to significant stress, role ambiguity, and pressure from both parents and educational institutions. Despite the policy’s intent to reduce student workload, teachers reported an increase in their responsibilities, resulting in heightened OA and job dissatisfaction. The study also explores coping strategies, such as rest, relaxation, and institutional support like collective lesson planning and flexible work arrangements. However, it underscores the importance of systemic interventions, including professional development and clear policy implementation, to alleviate teacher stress. The research highlights the critical need for comprehensive support systems to safeguard teacher well-being and ensure the effective implementation of educational reforms.

The Well-being of Art Teachers for Promoting the Sustainable Development of Art Education in Latvia

Due to the fact that it is vitally important for the people of Latvia to preserve and develop their national identity in today’s globalized world, it is especially important to maintain a high level of art education quality and promote the well-being of art teachers more holistically. In the era of growing globalization and multiculturalism, supporting Latvia’s unique cultural values is vital. The aim of the study was to explore the well-being of music, ballet, dance, and visual art teachers in the context of the sustainable development of art education in Latvia. In the interdisciplinary study, 72 music, ballet, dance, and visual art teachers were involved. According to the well-being criteria (positive relationships with others, self-acceptance, autonomy, the meaning of life, skills to fulfill life’s needs, and life goals), the research results were differentiated by demographic indicators. Considering the influence of school principals on the well-being of art teachers, the study identifies school management activities that can contribute to well-being in the workplace.

Special Issue: OCIES Conference 2023

The 2023 OCIES Conference was held in beautiful Samoa, hosted by the National University of Samoa. The call for papers for the Special Issue following the conference attracted just under thirty abstract submissions. Following selections of abstracts and blind reviews, ten completed manuscripts were received within the 2024 Special Issue timeline. Briefly, the papers explore and suggest insights on the enactment of education policy in the Oceania and Asia contexts, relating to student and teacher wellbeing and success, teacher preparation and practice, learning programme design, and the importance of culture and context to sustainable development in education.