Well-being Of Teachers Research Articles

Teachers’ Stress and Wellbeing in North Macedonia: A Scoping Review

This scoping review aimed to analyze peer-reviewed studies on teachers’ work stress and wellbeing status in North Macedonia, addressing the stress prevalence among teachers and identifying gaps for future research. A database search was conducted in PubMed, Google Scholar, and EBSCO, and Google.com in English, Macedonian and Albanian Languages from 2010 to December 2023. The search yielded 631 articles, of which 11 were screened for eligibility, and six met the inclusion criteria. Four studies focused on work stress, two on burnout; however, none addressed teachers’ wellbeing, leaving this aspect unknown. The stress level among teachers was moderate to high, attributed to various work stressors and demographic factors. The findings highlight the need for more research on wellbeing and other aspects of mental health among teachers. Additionally, to support teacher wellbeing, the review suggests the substantial need for health promotion programs at both individual and institutional levels

Exploring the Correlation Between Occupational Well-Being and Burnout: An Analysis of Bhutanese Teachers` Data

Aims: This study examined the relationship between teachers` occupational well-being and burnout as well as challenges faced by teachers, key drivers of their job satisfaction, factors contributing to their burnout, and suggestion for improving their well-being at school. The well-being of teachers was assessed focusing on affective, behavioral, and health components. Methodology: A cross-sectional survey study design was used to collect data from the teachers. The target population consists of all primary, middle, and secondary school teachers across the country. To ensure a representative sample, 402 Bhutanese teachers (primary, middle, and secondary school) across the country were selected by employing stratified random sampling method. Different teachers from different grades, schools, and years of experience were selected proportionately. A self-created structured questionnaire was applied to 402 Bhutanese teachers across the country, selected through stratified random sampling method. The instrument demonstrated strong internal consistency reliability, with Cronbach`s alpha coefficient 0.85, 0.78, 0.70, and 0.77 for affective, behavioral, and health well-being, as well as burnout constructs, respectively. Data were analyzed using descriptive statistics and inferential statistics (correlation analysis and two sample independent t-test) in RStudio. Results: Among the dimensions of occupational well-being, affective components like anxiety, depression, and emotional exhaustion require significant attention, with emotional exhaustion being notably high. Regarding potential stressors, high workload, paperwork, students` behavioral and disciplinary issues, and insufficient resources are the most pressing issues for most of the teachers. The most satisfying aspects of the job for teachers are having supportive colleagues, experiencing positive interactions with students, and receiving competitive salary and benefits. Conclusion: For policy makers and school administrators, the findings of this study underscore the importance of implementing strategies to mitigate emotional exhaustion, such as providing mental health resources, fostering a supportive work environment, offering professional development opportunities focused on stress management, and improving students` behavioral and disciplinary issues. Addressing the foregoing issues can lead to a decrease in burnout rates, ultimately improving teacher retention and the overall quality of education.

Factors Affecting the Level of Exhaustion among Public School Teachers in Catbalogan City

Teachers' exhaustion is a prevalent issue that affects their well-being and job performance. It is crucial for educational institutions and policymakers to address these factors and implement strategies to support and prioritize the well-being of teachers. Teaching is a demanding profession that requires high levels of energy and commitment. The study aimed to assess the factors affecting the level of exhaustion of single and married teachers in public schools in Catbalogan City Division. This study utilized a descriptive-correlational research design. Accordingly, "Financial Background”, and "Financial Components” ranked 1st, and 2nd among 7 factors affecting exhaustions to teacher-respondents, thus, the Composite Mean= 3.65 with descriptive interpretation of “Agree.” Further, there was a low positive association between Civil Status, and Years of Teaching; and Level of Exhaustion. Moreover, there was no significant correlation between Civil Status and Level of Exhaustion. The findings suggest a complex interplay between civil status, years of teaching, and levels of exhaustion among educators. While years of teaching experience shows a low positive association with exhaustion, civil status alone does not significantly correlate with exhaustion levels. Future research could further explore the specific contextual factors in Catbalogan City and similar settings to better understand the dynamics of teacher exhaustion. Additionally, longitudinal studies could provide insights into how teachers' experiences of exhaustion evolve over time and the role of coping strategies in mitigating burnout.

The Effect of Mentoring on the Self-Adjustment and Well-Being of New Teachers at Primary School in the Interior of Sabah

The Effect of Mentoring on the Self-Adjustment and Well-Being of New Teachers at Primary School in the Interior of Sabah

The impact of increased teaching load on the subjective well-being of female teachers in Russia and Italy

The impact of increased teaching load on the subjective well-being of female teachers in Russia and Italy

Understanding emotional well-being of teachers: Development and validation of Teacher Emotions in Teaching Scale in Hong Kong using a mixed-methods approach

In view of lacking in a holistic, indigenous measure to the affective well-being of teachers in Hong Kong, this study utilizes a mixed-methods approach to develop and validate the Teacher Emotions in Teaching Scale (TETS) which assesses positive and negative emotions teachers experience in teaching. The process of scale development and construct validation involving three samples of 726 in-service teachers from Hong Kong was reported. Results of this study supported the five-factor model of the TETS and its convergent, discriminant and criterion validity. This study highlights the use of the TETS to understand and promote emotional well-being of teachers.

Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers

AbstractTeam teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related to an important facet of teacher well-being, namely their daily work engagement. This study aims to investigate the related factors (habitual emotion regulation, daily work engagement) of team teachers’ daily positive and negative emotions triggered by the team partner in the classroom. Forty-seven Austrian team teachers working in secondary education completed a daily diary study, consisting of 15 diary entries, measuring their habitual emotion expression and suppression strategies, their daily positive and negative affect and daily work engagement. Multilevel regression analyses were conducted. Results show that positive and negative affect and work engagement vary substantially within and between team teachers. Random-intercept fixed-slope multilevel models indicate that the habitual use of authentic display of positive emotions is associated with daily positive affect, and teachers’ daily positive and negative affect significantly relate to their daily work engagement both on the within- and between-person level. This study underscores the important role that team teachers’ emotional experiences play regarding their work engagement. We draw theoretical and practical implications for the role of emotions during team-teaching practices.

Lived experiences of teachers on the full implementation of in-person classes

This phenomenological study explored teachers’ experiences during the full implementation of in-person classes at Ibajay Central School in the Academic Year 2022-2023. Seven teachers shared their challenges and coping strategies through face-to-face interviews. Key findings revealed that physical and psychological readiness were essential for overcoming challenges and maintaining teaching effectiveness. Teachers were eager to return but also felt anxious about the virus, highlighting the need for robust psychological support. The study emphasized the importance of infrastructural preparedness and identified strict health protocols and increased workloads as significant obstacles. To address these issues, differentiated learning and regular parent-teacher conferences were recommended to better support student progress and teacher well-being.

Self-care, Emotional Intelligence, and Self-assessed Wisdom: A Structural Equation Model on the Quality of Life among Elementary Public School Teachers

This quantitative research study intended to identify the best-fit model based on self-care, emotional intelligence, and self-assessed wisdom for quality of life among primary public school teachers in Region XI. This research employed a structural equation model (SEM) with 400 respondents who comprised the sample through stratified random technique. The data of this study were gathered using an electronic survey. The employed questionnaires underwent modifications and reliability and validity tests. This descriptive and causal investigation employed statistical measures such as mean, standard deviation, Pearson product-moment correlation, and structural equation model (SEM). The study found that both the levels of self-care and emotional intelligence were high, and the levels of self-assessed wisdom and quality of life were very high. On top of that, a significant relationship was discovered between emotional intelligence and quality of life, self-assessed wisdom and quality of life, and self-care and quality of life. Each of its exogenous variables significantly predicted the quality of life. Only Model 5 met all the requirements to be the best-fit model for quality of life as determined by its exogenous variables out of the five (5) generated models. As a result, it is regarded as the most relevant model for identifying and addressing the various aspects of quality of life that improve the general well-being of elementary public school teachers.

Mentalising and self-efficacy – disentangling their impact on well-being and symptom severity in novice special education teachers

ABSTRACT The transition from university education to daily work at school is recognised as a significant challenge for teachers and special education teachers, termed ‘reality shock’. This study investigates the role of mentalising – the capacity to perceive and interpret behaviour based on intentional mental states – and teaching-related self-efficacy as potential intrapsychic mechanisms that mediate the impact of current stress experiences on the development of stress-related symptoms and declines in well-being. Analysing data from 696 novice special education teachers in southern Germany, a structural equation model revealed that mentalising and teaching-related self-efficacy mediate the relationship between stress experiences, the levels of stress-related symptoms, and impaired well-being. Furthermore, the findings suggest that both psychological processes may reflect largely independent coping mechanisms. Practical implications are discussed.

Early childhood education and early childhood special education teachers’ perceived stress, burnout, and depressive symptoms

The current study examines the relationships between teachers’ job demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: n = 143) and early childhood special education (ECSE: n = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job demands, resources, perceived stress, job burnout, and depressive symptoms. Both ECE and ECSE teachers’ job-related stressors were positively related to their perceived stress, and their job commitment was negatively associated with job burnout. However, there were some differences in the correlates of job burnout between ECE and ECSE teachers. For ECE teachers, the number of children with disabilities and their teaching efficacy predicted their job burnout, whereas with ECSE teachers, job-related stressors and the supportiveness of school climate (or the lack thereof) were indirectly related to their job burnout through their perceived stress. The current study suggests that providing professional development for these teachers and enhancing a school’s supportive climate will promote the well-being of both ECE and ECSE teachers.

The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers

This mixed-methods study investigates the complex factors affecting the psychological well-being of Chinese EFL teachers, particularly the direct effects of mindfulness and growth mindset, and the mediating role of teaching enthusiasm. A quantitative survey (n = 268) was distributed to EFL teachers across diverse provinces in China. Established scales measured psychological well-being, mindfulness, growth mindset, and teaching enthusiasm. The data was analyzed using structural equation modeling (SEM) with two phases in SPSS and AMOS software. A qualitative phase, employing semi-structured interviews with a subsample (n = 12) of participants, provided deeper insights into the lived experiences of teachers. The quantitative analysis yielded positive direct relationships between mindfulness, growth mindset, and well-being. Notably, teaching enthusiasm emerged as a significant mediating factor. These findings suggest that mindfulness and growth mindset indirectly influence well-being through their positive impact on teaching enthusiasm. The qualitative data corroborated these results, showcasing how mindfulness practices and a growth mindset contribute to a more passionate and fulfilling teaching experience. These combined findings underscore the importance of promoting mindfulness, growth mindset, and teaching enthusiasm to enhance the psychological well-being of Chinese EFL teachers.

How Can We Improve Employee Well-Being in Teachers? The Importance of Individual and Job Resources

According to one of the UN agencies, UNESCO, during the recent COVID-19 pandemic, more than sixty-three million teachers worldwide experienced technical and psychological problems due to changes in the learning process. This is not only because of the pandemic and monetary crisis in Indonesia but also because the increasing number of teachers' tasks and demands for professionalism can make teachers experience changes in the perceived condition of employee well-being. Several factors, including work stress, perceived organizational support and emotional regulation, psychologically influence the condition of teachers' employee well-being. Based on the existing model, perceived organizational support and emotional regulation can directly and indirectly influence teachers' employee well-being through work stress as a mediator. This research aims to prove the model above. The number of subjects in this research was 129 high school teachers from superior accredited Catholic schools in the province of East Java, Indonesia. The results of the data analysis show that the construct validity and reliability tests are met. Apart from that, perceived organizational support and emotional regulation can influence teachers' employee well-being both directly and indirectly through work stress as a mediator.

Emotional factors and self-efficacy in the psychological well-being of trainee teachers.

The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life. Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor's degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree. The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples. Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

Осознанное обучение: принципы и возможности применения в высшем образовании

<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentration of students. The article reviews research indicating the effectiveness of this approach for both learning outcomes and the psychological well-being of students and teachers in the educational process. The theoretical contribution of this research lies in highlighting the research agenda in the field of mindful learning: defining concepts of mindful learning and mindful teaching, identifying the main principles of mindful learning. These results provide a basis for further research of mindful learning in higher education. The practical contribution of the research lies in presenting a methodological basis for introducing mindful learning into university disciplines. The research may be of interest not only to teachers and methodologists but also to students and their parents due to the increased interest in the effects of mindful learning.</p>

Balancing Emotions for Effective Teaching: Cultivating Teacher Well-being in TESOL

This study aims to examine the extent to which Saudi Teaching English to Speakers of Other Languages (TESOL) teachers appreciate teacher well-being, perceive the significance of balancing emotions for effective teaching, and establish a compassionate classroom culture that promotes learner well-being and learning achievement. The study also investigates the Saudi TESOL teachers' perceptions of the importance of the mixed-methods research design for exploring teacher well-being. The study applied a quantitative design, administering an online survey to a sample of 59 Saudi TESOL teachers with varying educational levels and experience. The findings indicate that Saudi TESOL teachers consider emotions to be highly important for effective teaching, though they report placing moderate importance on cultivating strategies to support their own well-being. Additionally, they perceive the use of mixed-methods research to explore teacher well-being as moderately important. The study results indicate that prioritizing teacher well-being can significantly influence student learning outcomes underlining the role of educational institutions in considering this an important factor in quality enhancement on their campuses.

Administration and K-12 Teachers Promoting Stress Adaptation and Thriving: Lessons Learned from the COVID Pandemic

Lessons learned from the effects of the COVID-19 pandemic on the well-being of teachers reveal how school administrators can promote teacher stress adaptation and thriving, even in highly disruptive work environments. In a mixed-methods study within a single school district in Canada, consisting of a survey of 65 K-12 teachers and interviews with 10 administrators and teachers, the results showed the degree to which teachers were coping, had job satisfaction, and demonstrated thriving. Interviews yielded information on the limitations of the education system response and how school district administration could provide additional key resources that would strengthen individual stress coping and resiliency, create a culture of safety and community, and lay the foundations for teacher thriving, even in challenging and disruptive conditions

CORRELATION BETWEEN LIFESTYLE AND PSYCHOLOGICAL WELL-BEING OF UNIVERSITY PROFESSORS IN THE HEALTH FIELD

The role of work in human life is undeniable, providing not only the means for sustenance but also a sense of purpose and satisfaction, fostering identity formation. In the context of university teaching in the health field, the challenges are heightened, significantly impacting the psychological well-being (PWB) of these workers. This study sought to explore the correlation between lifestyle (LS) and PWB of these professionals. To analyze the correlation between LS and PWB among university faculty members in the health field. The study included 84 faculty members from a private Higher Education Institution (HEI) in São Paulo, utilizing the FANTASTIC Lifestyle Questionnaire (FLQ) and the Psychological Well-being Scale (PWBS). The analysis focused on identifying significant correlations between the overall FLQ score and the PWBS subscales. A positive correlation was observed between LS and PWB, highlighting the importance of a healthy lifestyle (HLS) for the well-being of teachers. The PWBS subscales revealed that aspects such as life purpose and self-acceptance are especially influenced by LS. The study underscores the importance of implementing HLS and elevated PWB among teachers for their health and quality of life, as well as the need for institutional actions to promote them. It further suggests longitudinal studies and sample diversification to broaden the understanding of the dynamics between these variables.

Mental Health Of Education Professionals: Challenges, Repercussions, And Support Strategies In The PostPandemic Context

This article examines the mental health of education professionals, highlighting the challenges and impacts resulting from the COVID-19 pandemic and proposing strategies for effective support. According to the World Health Organization (WHO), mental health is a state of psychological well-being crucial for individuals' performance and social contribution. Teaching, inherently connected to intense social interactions and multiple responsibilities, is among the professions most susceptible to mental health issues, exacerbated by adverse conditions such as stress and work overload. The COVID-19 pandemic brought profound changes to the educational landscape, forcing teachers to rapidly adapt to remote teaching and face new psychological challenges, including stress, anxiety, and depression. Social distancing and the need to learn new digital tools intensified the workload and pressure on educators, resulting in a significant increase in mental health issues. The article also discusses the importance of interventions aimed at teacher well-being, including the need for specialized psychological support and the creation of support networks, such as discussion groups and group therapies. Public policies that consider the mental health of educators are essential to ensure a healthy and sustainable work environment. Promoting self-care and implementing support strategies are fundamental to addressing the consequences of the pandemic and improving the quality of life of education professionals.

Meditating role of career sustainability in the relationship between teachers’ self-efficacy and job satisfaction and subject well-being

The main purpose of this study, explore the mediating role of career sustainability in the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Teachers should have an acceptable level of satisfaction regarding self-efficacy, career sustainability, and job satisfaction to secure well-being. In a sense, this claim mandates revealing the relationships between these variables. Accordingly, we collected data from 369 Turkish language teachers aged 24–55 years employed in public schools using the Teacher Self-Efficacy Scale, Short Index of Job Satisfaction, Career Sustainability Scale, and Subjective Well-Being Scale and tested a mediation model to seek answers to our hypotheses. We collected the data using an online questionnaire battery web-based survey (Google Forms) which was created using data collection measures and demographic items. After creating the survey using Google Forms, we distributed it through various channels such as email lists, social media platforms, and professional networks (e.g., teacher WhatsApp groups, teacher Telegram groups, etc.). Respondents were invited to participate in the survey voluntarily. The findings showed that career sustainability mediated the relationships between teacher self-efficacy, job satisfaction, and subjective well-being. Accordingly, we may claim that teachers with desirable career sustainability are likely to have increased job satisfaction and well-being, contributing to their self-efficacy. This research emphasises the essential significance of career sustainability in the overall well-being and work satisfaction of teachers. Future study should investigate treatments aimed at improving career sustainability and examine these linkages in other cultural settings.