Well-being Of Teachers Research Articles

Mental Health of Emerging Private Primary School Teachers: An Exploratory Case Study in Gaborone, Botswana

The development of any nation is premised on the nature and level of education of its citizens. It is in this regard that education is viewed as the most powerful weapon to end poverty and craft a desirable path for a sustainable future. Consequently, the health and well-being of teachers become apparent to deliver quality education. The purpose of this study was to explore the mental health of emerging private primary school teachers in Gaborone, Botswana. A qualitative research approach of the interpretive paradigm was used to guide this study. The study was couched within social constructionism theoretical framework. Population of the study comprised all teachers, school principals and members of Parents Teachers Association (PTA) of emerging private primary schools. Non-probability purposive sampling was used to select rich informants regarding mental health knowledge of teachers in schools under study. Face-to-face semi-structured interviews were conducted with 3 principals and 5 teachers. Focus group interview (FGI) was managed with 3 parents that were members of the PTA in the selected private schools. The study established that work overload, teacher burnout, job insecurity and unstable work relations fuelled mental health problems. The study recommends the establishment of strong social welfare networks among staff members, settlement grant for newly employed teachers and expeditious processing of documentations for professional practice.

Teacher perspectives on the socio-ecological barriers and enablers to food and nutrition education in primary schools: a scoping review.

Schools are identified as a setting for food and nutrition education (FNE) in childhood. FNE is a key strategy to optimise child growth and development and impart life-long food skills. There is limited synthesis of the literature to understand the socio-ecological determinants of teachers and schools engaging in FNE. For this scoping review, five databases (APA PsycInfo, ERIC, Medline, CINAHL and Scopus) were searched using the terms (and synonyms for) primary school teacher, self-efficacy and food and nutrition. A quality assessment using relevant Johanna Briggs tools was carried out for the included papers. Data were extracted using a modified socio-ecological model, and narrative themes were identified. Primary (elementary) schools in high-income countries. Primary-school teachers. Forty-one papers were included in this review from ten countries (predominantly the USA). The narrative synthesis identified five themes that interact with teacher delivery of FNE. These were (i) perceived food and nutrition responsibilities of teachers, (ii) teacher beliefs and self-efficacy, (iii) opportunities to build teacher nutrition knowledge and self-efficacy, (iv) interpersonal contributors and (v) broader environmental, structural and policy contributors. Multiple strategies are needed to build the capacity of teachers to undertake FNE within primary school settings. These strategies include a focus on learner-centred education that will build teacher agency, school leadership, ensuring the health and well-being of teachers and providing initial teacher education as well as innovative professional development for cross-curriculum integration. Strategies drawing from each level of the socio-ecological framework will increase opportunities for capacity building.

Examining The Impact of Administrative Practices on Teacher Well-Being and Academic Performance in Kwale County, Kenya

Examining The Impact of Administrative Practices on Teacher Well-Being and Academic Performance in Kwale County, Kenya

An Overview of Theoretical Perspectives of Researches on Teacher Well-being

An Overview of Theoretical Perspectives of Researches on Teacher Well-being

Unpacking the dynamics of educational access and teacher wellbeing in Ghana's free senior high school policy

There have been relentless efforts across varied context to increase the quality of education and make it as accessible as possible. In Ghana, these efforts have seen the emergence of many educational policies and initiatives, the most recent being the Free Senior High School (FSHS) policy. While existing studies have explored the policy's relevance, effects, and sustainability, our study uniquely addresses its overlooked impact on teachers' well-being. The study adopted a purely qualitative approach involving 44 participants who were purposively sampled through a maximum variation purposive sampling technique. Primary data were gathered through personal interviews and focus group discussion. The analysis of the data revealed that the implementation of the policy led to higher enrolments which translated into higher workload for teachers prompting higher physical, psychological and mental stress among teachers. The study also found that teachers were not just neglected in the processes leading to the formulation and implementation of the policy but were also structurally barred from expressing their views on how the policy was being implemented.The findings highlight the vital necessity for educational policies, aspiring to enhance educational access and outcomes, to inherently prioritise and integrate considerations for the well-being of teachers, thereby fostering a more comprehensive and sustainable educational reform.

Identification and Explanation of Organizational Health Dimensions and Components among Middle School Teachers in Tehran

Purpose: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers' performance and wellbeing.

The interplay between teaching engagement and performance has garnered attention in both theoretical and empirical research, primarily due to its influence on student academic achievement, teacher well-being, and the realization of institutional goals. This is especially pertinent in the realm of preschool education, where the scope of learning extends beyond academic content to encompass the broader socialization of children. Drawing from Affective Neuroscience research, this study investigates the role of affective tendencies as mediators in the relationship between work engagement and job performance. The primary aim of this research is to examine a chain mediation model that hypothesizes the predictive role of teacher engagement. This model posits the intermediary influence of four basic emotions-CARING, SEEKING, ANGER, and FEAR-followed by the mediating effect of job satisfaction on teacher job performance. The study utilized a sample of 842 Chinese preschool teachers. Data were collected through an online questionnaire, employing a time-lagged design. The analysis was conducted using Model 80 of the PROCESS Macros. The findings reveal that both positive and negative emotions significantly predict teachers' job satisfaction. However, job satisfaction does not influence job performance. The analysis confirmed the direct and total effects of teacher engagement, as well as the indirect effects, particularly through the positive emotion of Caring. The results are instrumental in informing and refining interventions designed to enhance teacher engagement and performance, underscoring the importance of emotional factors in the educational environment.

Transformational Leadership and Teacher's Wellbeing in the Division of Lanao del Norte: Basis for School Improvement Plan

Transformational Leadership and Teacher's Wellbeing in the Division of Lanao del Norte: Basis for School Improvement Plan

Teachers' social well-being in relation to trust in institutions and attitude towards citizenship

The aim of this study is to explore the levels of Social Well-being of Chilean teachers and its relationship with Trust in Institutions and Attitude towards Citizenship. This is an empirical study, using validated Likert-type scales. Correlation and regression analyses were used to explore the relationships between these variables and to understand how they influence each other. The results indicate significant correlations between teachers' Social Well-being and their Attitude towards Citizenship, as well as their level of Trust in Institutions. In addition, moderate interactions were observed in which Trust in Institutions influenced the relationship between Attitude towards Citizenship and Social Well-being. The results showed lower levels of Social Well-being than other similar studies on teachers. Both Trust in Institutions and Attitude towards Citizenship showed significant positive correlations, although of moderate strength, and somewhat stronger in the Non-Conventional dimension of Attitude towards Citizenship.

The Role of Digital Technologies in Maintaining the Mental Health of Foreign Language Teachers

The article examines the complex and multifaceted role of digital technologies in maintaining and preserving the mental health of foreign language teachers. In the context of the constantly growing use of digital tools in the educational process, the study opens a discussion about how digitalization affects the efficiency, organization and quality of work of foreign language teachers. On the one hand, digital tools open up new horizons for pedagogical practice, giving teachers access to a variety of educational resources, innovative teaching methods, and tools for effective time and materials management. This, in turn, can contribute to an increase in overall efficiency and job satisfaction, as well as provide new opportunities for professional development. However, along with the benefits of digital technologies, the article also draws attention to their potential risks and negative consequences. In particular, it focuses on issues such as digital burnout caused by excessive use of technology, feelings of isolation due to the reduction of direct interpersonal contacts and the risk of information overload. The article examines how these factors can negatively affect the psychological well-being of foreign language teachers, causing stress and a decrease in professional motivation. The authors emphasize the importance of providing effective psychological support, which can be a key element in preventing and solving these problems. The paper also highlights the need for further research in this area, emphasizing the importance of developing new strategies and approaches that can contribute to a better understanding and resolution of digital challenges. In particular, the authors call for research into the effectiveness of various methods of psychological support, the study of the impact of digital technologies on various aspects of mental health, and the development of holistic programs that include digital literacy training, stress management strategies, and techniques for supporting social interaction. In general, the aim of these studies is not only to improve the quality of the professional life of foreign language teachers, but also to ensure their general well-being in a rapidly changing digital world. The authors emphasize that such research is important not only for maintaining the individual health of teachers, but also for ensuring the sustainable development of educational institutions as a whole.

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version.

The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher-student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2 (171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker-Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

Physical activity as a mediator of stress, anxiety and depression on well-being in physical education teachers

Physical activity as a mediator of stress, anxiety and depression on well-being in physical education teachers

Mental Health, Stigma, Resilience, and Mental Health Literacy among Schoolteachers: A Cross-sectional Survey from South India

Abstract Introduction: The mental well-being of teachers profoundly influences educational quality and directly impacts the mental health of students. Recognizing the challenges faced by schoolteachers is crucial for policymakers to address these issues. Objective: The objective of this study is to investigate Indian schoolteachers’ mental health, aiming to uncover issues such as stigma, resilience, and mental health literacy. Methods: This cross-sectional study employed an online survey method, incorporating demographic information, Depression, Anxiety, and Stress Scale, Connor-Davidson Resilience Scale, Reported and Intended Behaviour Scale, and Mental Health Literacy Questionnaire. Google Form survey was disseminated through e-mail to teachers across 65 schools. The study targeted full-time teachers aged between 25 and 50 years, with at least 3 years of experience. Results: Among the 404 completed surveys, a significant majority (59.4%) of teachers demonstrated elevated scores, signaling a need for diagnostic evaluation for anxiety and depression, with 37.4% experiencing comorbid symptoms, and 30.7% reporting elevated stress levels. Teachers with anxiety and depression symptomatology had significantly lower hardiness (t = 3.616, P ≤ 0.001), coping (t = 2.946, P = 0.003), optimism (t = 2.156, P = 0.032), emotion regulation (t = 3.133, P = 0.002), self-efficacy (t = 5.042, P ≤ 0.001), and total resilience scores (t = 3.213, P = 0.001). Despite the majority reporting no personal experience with mental health issues, a substantial number expressed neutrality toward living (42.8%), working (36.1%), or residing nearby (37.6%) with individuals with mental health problems. However, 34.9% slightly disagreed with maintaining relationships with friends facing mental health challenges. While teachers exhibited above-average knowledge of mental health problems and related skills, they also displayed higher levels of erroneous beliefs or stereotypes. Conclusion: These results provide preliminary, data-based insights into the mental health, resilience, stigma, and mental health literacy of schoolteachers in India. The findings underscore the need for targeted programs to empower teachers as effective gatekeepers of child and adolescent mental health.

Психологічні підходи і техніки розвитку резильєнтності педагогів: зарубіжний досвід

This article explores the building of teacher resilience, a critical factor in sustaining educators' well-being and effectiveness in the face of various professional challenges. Resilience is understood as a person's ability to correctly allocate and use their own resources in difficult life circumstances, maintain psychological well-being and increase the level of functioning after experiencing stress. Based on the generalization of the results of the analysis of psychological sources, a number of approaches and psychological techniques for developing the resilience of teachers substantiated in foreign psychology have been singled out: cognitive-behavioral approach; an approach based on the principles of positive psychology; the concept of identifying and using the strengths and individual merits of teachers; creation and use of external resilience resources; application of psychological techniques of self-awareness; ensuring a healthy lifestyle and psychological well-being of teachers; building of teachers' resilience in the process of professional development and training. Foreign programs for the development of teacher resilience are aimed at strengthening psychological health with the help of such psychotechniques as reflection, meditation, stress management, mastering constructive strategies of coping behavior, maintaining a balance between work and personal life. Studying and using these strategies and techniques can help Ukrainian teachers maintain their psychological health in conditions of constant stress. Acquaintance with approaches to the development of teachers' resilience substantiated in foreign psychology can contribute to the development by Ukrainian scientists of psychological tools aimed at overcoming stressful situations, increasing professional and personal well-being, and building a more sustainable educational system.

Relationship between Psychological Job Demand and the Subjective Well-being among Teachers in Public Secondary Schools in Kisii Central Sub-County, Kisii County, Kenya

The study investigated the relationship between psychological job demand and the subjective well-being among teachers in Kisii central sub-county, Kenya. The study was grounded on the self-determination theory of motivation and the demand-control-support theories, it adopted a correlational research design. A total sample of 194 participants was selected using simple random and purposive sampling techniques. quantitative data were collected using the 17-item demand-control-support questionnaire and a 24-subjective well-being questionnaire. Quantitative data were analyzed using descriptive statistics. The study established a weak positive relationship between psychological job demands and subjective well-being. This suggests that as psychological job demand increases, subjective well-being also tends to increase slightly. The positive correlation psychological aspect may indicate that individuals who thrive under pressure or find fulfillment in challenging work environments might report higher subjective well-being. The study implies the need to increase teamwork in the working environment in schools to continue fostering the subjective well-being of teachers. The study recommends a suitable teacher-to-student ratio, to reduce the demand strain and hence increase the subjective well-being of teachers.

The Phenomenon of Teachers’ Burnout: Its Implication for Job Satisfaction

Teachers play an indispensable role in the lives of children; however, in recent years, the demands of teaching have increased significantly. This study aims to determine the feelings of burnout among secondary public-school teachers in the District of Aloran, Division of Misamis Occidental. It examines the elements contributing to teacher burnout, its impact on job satisfaction, and the coping mechanisms teachers use to mitigate it. Informant teachers, who participated in one-on-one interviews, were employed during the 2023–2024 academic year and were identified as experiencing burnout based on the results of the Maslach Burnout Inventory. A transcendental phenomenological approach and a qualitative study design were employed. The findings reveal that concerns about academics, administration, and workload demands significantly contribute to teacher burnout, affecting their well-being and hindering their professional growth. To manage burnout, teachers utilize coping strategies such as seeking social support and engaging in self-care practices. The study proposes program interventions, including upgrading and continuing current programs that support and enhance teacher well-being, along with offering competitive compensation and benefits. These findings suggest that a holistic approach addressing equity and inclusion, enhancing teacher professional development, and promoting cooperation among stakeholders will transform the school system, providing high-quality, relevant, and inclusive education.

Teaching under pressure: assessing burnout among high school teachers.

the increasing demands and responsibilities placed upon teachers are causing overwhelming stress. As a result, many teachers struggle with managing their workload effectively, which increases their susceptibility to burnout. This study aims to investigate burnout among high school teachers in Tetouan, Morocco, and explore the various contributing factors. a cross-sectional study was conducted involving teachers who completed the Maslach Burnout Inventory and a comprehensive questionnaire covering personal attributes and professional responsibilities. We then used statistical software to analyze the collected data. Results: the study, involving 258 high school teachers, highlights a significant prevalence of burnout, with levels ranging from moderate to high. Particularly notable is the prevalence of emotional exhaustion, which affected 43% of the participants, whereas depersonalization (46%) and personal accomplishment (47%) exhibited relatively lower levels of concern. In addition, a thorough analysis revealed significant correlations between burnout rates and contributing factors, including gender, number of classes taught, class size, weekly working hours, and engagement in regular physical activity. this study highlights the substantial prevalence of burnout among high school teachers, emphasizing the urgency of teacher well-being. It enhances the understanding of the association between burnout and different work-related and lifestyle factors, enabling the identification of appropriate interventions. The interaction between burnout and these factors implies the need to further investigate gender-specific and workload-related preventive measures.

Trust as a driver of teacher well-being during the COVID-19 pandemic

Introduction: This study examines the impact of organisational trust on teachers’ well-being during virtual teaching throughout the COVID-19 pandemic in Uruguay (N = 351; 270 women, 81 men) using the Job Demands-Resources model for understanding. Method: This study was conducted by means of a Structural Equation Model. Results: The results show that trust in leaders and colleagues positively influences perceived personal resources and teachers’ engagement. Trust in leaders is positively related to organisational resources. Engagement is negatively linked to sleep problems, while high job demands are associated with more technostress, affecting teachers’ sleep problems. Conclusions: The importance of organisational trust in times of change is highlighted, emphasising its role in promoting positive psychological states and facilitating the use of resources to improve teachers’ well-being. The influence of trust on well-being is not direct but mediated by a series of variables.

A Roadmap for Teacher Well-Being: Empowering Student Teachers to Thrive in South African Schools

A Roadmap for Teacher Well-Being: Empowering Student Teachers to Thrive in South African Schools

Exploring Psychological Well-being of Indonesian Pre-service English Teachers as Non-native Speakers

This study examines the psychological well-being of Indonesian pre-service English teachers, considering non-native speakers during their teaching practice. Well-being is defined from eudaimonic and hedonic perspectives, emphasizing self-actualization, positive relationships, emotions, satisfaction, and happiness. Pre-service teachers face challenges in managing emotions, establishing student relationships, and language anxiety. Forty-eight Indonesian pre-service English teachers completed questionnaires, and 10 underwent in-depth semi-structured interviews. Findings revealed a high level of psychological well-being among the pre-service teachers, with positive scores in autonomy, environmental mastery, personal growth, self-acceptance, purpose in life, and positive relations. However, language anxiety impacted their confidence in English communication compared to native speakers. Significant transitions, professional domains, emotional intelligence, self-efficacy, and language anxiety were identified as factors influencing their well-being. Preparing pre-service teachers mentally, emotionally, and intellectually to handle teaching demands is crucial. Improving psychological well-being can enhance teaching performance and student outcomes. While specific to Indonesia, this study calls for further research in diverse educational settings to inform strategies for supporting pre-service teacher well-being.