Well-being Of Teachers Research Articles

Technology use and employee well-being among teachers during Covid-19: moderating effects of school support and detachment from work

PurposeThis study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being.Design/methodology/approachThe data were collected among Finnish comprehensive school teachers (n = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects.FindingsThe results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high.Originality/valueThis study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the Covid-19 pandemic.

Unveiling the Nexus: Organizational Climate and Psychological Well-Being of Secondary School Teachers in Kuala Selangor

Unveiling the Nexus: Organizational Climate and Psychological Well-Being of Secondary School Teachers in Kuala Selangor

The impact of teachers' perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion.

The 2030 Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015, emphasizing the importance of achieving peace, prosperity, and well-being for all people. With the outbreak of the COVID-19 pandemic, sustainable health has become an important issue. Teachers were forced to adopt distance teaching, necessitating rapid upgrading of their ICT skills and integration into e-learning, which caused tangible and intangible pressures on teachers and impacted their well-being. This study examined the effects of ICT competence on teachers' workplace anxiety, emotional exhaustion, and well-being during the pandemic from the perspective of Social Cognitive Theory (SCT). A quantitative research methodology and a questionnaire survey with a total of 21 questions were used as the primary research design. The snowball method was employed as a sampling method for online questionnaires from September to October 2021. A total of 216 questionnaires were collected, of which four incomplete questionnaires were excluded, leaving 212 valid questionnaires, with a valid questionnaire recovery rate of 98.1%. The valid questionnaires were analyzed using Smart Pls 4.0 Partial Least Square Method Structural Equation Modeling (PLS-SEM). The study found that teachers' ICT competence could significantly reduce emotional exhaustion and enhance teachers' well-being. However, there was no significant effect on workplace anxiety. Additionally, well-being was not directly affected by workplace anxiety, and teachers' well-being needs to be mediated by emotional exhaustion to be indirectly affected. Emotional exhaustion plays an important mediating role between teachers' ICT competence and workplace stress, both of which are important mediators of well-being. From a practical point of view, to achieve the Sustainable Development Goals (SDGs) 2030, it is ideal to have good health and well-being for the whole person. This study facilitates the development of strategies to improve the well-being of teachers, which provides an empirical basis for the enhancement of mental health and well-being of educators.

The Effect of School Principals’ Empowering Leadership Behaviors on Well-Being at Work: The Mediating Role of Organizational Ostracism

AbstractThis study investigates the impact of empowering leadership exhibited by school principals on teachers’ perspectives on organizational ostracism and well-being at work in educational settings in Türkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers’ well-being. Furthermore, empowering leadership practices significantly diminish teachers’ perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher–principal relationships, and promoting overall teacher well-being.

Role of Cognitive Appraisal in Coping, Adapting and Psychological Well-Being of Chinese Teachers: A Concept Paper

Teachers are considered a nucleus of educational institutes, their dire efforts act as the accelerating engine of the students' minds that nurture their minds with the best, most incumbent, authentic, resilient and creative thoughts, knowledge, reasoning and information that play a back-supporting role to the future emperors of the countries in their professional life. To do such a huge and exhaustive job, teachers often encounter various challenging situations and circumstances in which stress can be placed at the top among all other issues. This delicate issue has been identified as common among Chinese university lecturers and this issue has been influencing their mental states causing a damaging effect on their job performance. To understand this deliberate scenario, this study has reviewed the previous literature to explore the level of stress and psychological well-being and some helping strategies to sustain psychological well-being and stress adaptation as it is a part of every job and propose a conceptual framework. This proposed framework will have many useful settings for the literature scholars and the targeted units which have been illustrated in the concluding remarks section.

Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being

This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.

Prospective Teacher's Voice Questionnaire (PTVQ): Development of a Questionnaire to Assess Training-Related Voice Symptoms Among Prospective Teachers

AimTo develop and validate a self-administered population-specific survey, available in Spanish, Portuguese, and English, which investigates the prevalence of voice symptoms and perceptions of risk factors associated with training among prospective teachers. MethodsThe present study had three stages: The first stage included a literature review and content validation by experts that supported the survey development. From this phase, we defined six aspects of the PTVQ: (1) target population, (2) research objectives, (3) questions to be included, (5) scales for the answers, and (6) relevance, comprehensiveness, clarity and understandability of the questions. This process was performed in parallel for the three languages (Spanish, Portuguese, and English). The second stage included pilot testing. This involved administering the first draft of the survey to a group of 120 students to evaluate the feasibility and effectiveness of the survey instrument, identify any potential problems with the survey, and refine the instrument based on feedback from the pilot participants. The third stage includes the restructuring of the questionnaire's voice quality section to eliminate redundant questions. Through PCA, multicollinear variables were condensed, facilitating the removal of redundant items, and ensuring that the final questionnaire comprised only the most relevant and discriminative questions. Results and DiscussionThe final version of the survey, available in Spanish, Portuguese, and English, consists of four sections with a total of 57 questions. The development of the PTVQ represents a significant step toward better understanding and addressing voice disorders among prospective teachers. Future research could further refine the questionnaire and explore its predictive validity in identifying individuals at risk of voice disorders early in their teaching careers. Additionally, interventions based on the findings from the PTVQ could be developed to support the voice health and well-being of prospective teachers, ultimately improving teaching quality and job satisfaction in educational settings.

Why rural teachers are in a poor working state: Double marginalization causes a lack of career identity and hope

Professional development for rural teachers is currently encountering numerous challenges, leading to poor working conditions characterized by a lack of hope. This condition affects not only the quality of rural education but also the physical and mental well-being and work efficiency of rural teachers themselves. To explore why rural teachers experience poor working conditions, 101 of them were surveyed using a questionnaire that covered double marginalization, teacher career identity, and dispositional hope, and the results show the following. 1) Rural teachers’ poor work conditions are associated most strongly with double marginalization. 2) Career identity is an important mediating variable of double marginalization and hope for rural teachers. 3) The double marginalization faced by male teachers in rural areas compared to their female counterparts significantly amplifies the lack of hope. 4) Particularly pronounced is the lack of hope resulting from the double marginalization of rural teachers with less than 15 years of experience when compared to those with careers of 26 or more years. Building on these findings, interventions are proposed in three key areas: (i) reducing the double marginalization of rural teachers, (ii) strengthening career identity, and (iii) enhancing hope. These interventions offer feasible pathways tailored to the needs of educational administrators, teacher development departments, rural schools, and rural teachers themselves.

How to better promote teaching? Unveiling the links between Professional Learning Communities and Intrinsic Motivation among Foreign Language Teachers

Professional Learning Communities (PLCs) assume a vital role in promoting teacher growth and development, while the presence of intrinsic motivation (IM) in the work environment profoundly impacts teacher performance. Unveiling the interconnections between teachers' engagement in PLCs and their intrinsic motivation holds the potential to enhance the overall well-being of both teachers and students. This study used a mixed-methods approach to investigate the relationship between PLCs and IM of Chinese Teachers of Foreign Languages (CTFL) in higher education. The questionnaire survey and semi-structured interviews were conducted among 198 teachers in 19 provinces of China. The quantitative data were analyzed by means of descriptive analysis and regression analyses with SPSS 22.0 and the qualitative data were processed by following thematic analysis. Results demonstrated that the participants' perceptions on their PLCs and IM were at a moderately high level, with mean scores at 3.56 and 3.86 on a 5-point Likert scale, respectively. Regression analyses revealed a significant positive correlation between PLCs and IM. Specifically, Shared Vision (SV), Supportive Environment (SE) and Collaborative Learning (CL) in PLCs were positively correlated with Willingness to Take on Challenges (WTC) and Love for Work (LW) in IM. The qualitative findings highlighted the significance of supportive environment and teacher's work engagement in affecting teacher's perceptions on PLCs. Job Characteristic of foreign language teacher, along with significant others might also influenced teachers' intrinsic motivation. Implications for PLCs leadership and foreign language teachers are discussed.

Examining Teachers' Perspectives on the New Changes to the Promotion System of the Department of Education: Basis for Career Path Orientation Program

Effective promotion systems recognize and reward teachers' dedication, incentivizing professional development and career progression. This study investigated the experiences and understanding of public elementary teachers in selected divisions in Region XII, Philippines, regarding the previous and new changes to the Department of Education's promotion system. An explanatory sequential mixed-methods approach was used, combining quantitative surveys followed by qualitative interviews. Findings revealed that teachers generally understand both systems, emphasizing performance rating, experience, and education. Improvement areas include a clearer assessment of potential and more training in the previous system, while the new system needs smoother implementation and needs to address concerns about workload and transparency. Qualitative analysis identified key themes related to teacher experiences such as promotion types, criteria, self-directed learning, and equity and concerns regarding the new changes such as understanding, system acceptance, workload, and transparency. This study underscores the importance of addressing teachers' understanding and experiences when implementing changes. Effective communication and clear information are crucial for morale and development. A well-designed promotion system prioritizing meritocracy, equity, and teacher well-being can enhance the teaching force and elevate education standards in Region XII. The research provides insights for DepEd policymakers to refine the promotion system and develop a Career Path Orientation Program (CPOP) responsive to teachers' needs and aspirations.

Adapting music education to pandemic regulations: Conceptualizing the school demands-resource theoretical innovation through autoethnography

The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.

마음챙김 기반 교원 웰빙 증진 프로그램 개발 및 효과 분석

In this study, a mindfulness-based intervention program for teachers and empirically validated the effects on teachers’ stress and subjective well-being was developed. More specifically, based on the latest neuroscience and positive psychology research on mindfulness, we developed a mindfulness-based well-being program for teachers that incorporated mindfulness meditation and positive psychological factors such as compassion, loving-kindness, and gratitude. We implemented the program for eight weeks with the teachers in the experimental group. For the program effectiveness analysis, first, we compared between groups using Repeated Measure ANOVA to determine the treatment effect between the experimental and control groups. Second, Repeated Measure ANOVA and paired sample t-tests to examine the treatment effect within the experimental group were compared. In particular, we examined the persistence of the treatment effect, focusing on changes from pre- to 4-week follow up tests. The results showed that the mindfulness-based teacher well-being program was effective in increasing mindfulness and self-kindness, one of the components of compassion, and decreasing stress, such as anger and physical reactions. Furthermore, the effects on stress, which includes not only mindfulness and self-kindness but also depression, anger, and physical reactions as a result of these variables, were sustained up to four weeks after the program ended. On the other hand, self-criticism, life satisfaction, and negative affect showed significant treatment effects in the pre- and post-treatment periods, but the effects did not persist four weeks after the program ended. Based on the results of this study, we suggested ways to improve teachers' mental health and subjective well-being.

Teacher wellbeing and teaching excellence in higher education: Exploring the interplay through the lens of the PERMA framework

AbstractRecognising the pivotal role of teacher wellbeing in fostering teaching excellence, this paper explores the intricate relationships in the context of higher education. Employing an abductive, qualitative methodology and expanding the use of the PERMA framework to in the realm of higher education, this paper investigates the associations between teachers' perceptions of excellence to five elements of wellbeing: positive emotions (P), engagement (E), relationships (R), meaning (M) and accomplishment (A). Drawing insights from a case study of an Australian business school, the findings of this paper reveal dynamic interactions among these elements. Contextual variations give rise to virtuous or vicious cycles, allowing for the facilitation or degradation of both teacher wellbeing and teaching excellence. This underscores the interplay between the dimensions of teaching quality and wellbeing of educators in higher education, shedding light on the potential cyclical influences that can either bolster or undermine the symbiotic relationship between teacher wellbeing and excellence.

Re-conceptualising teacher well-being: drivers, measurements, and outcomes

Re-conceptualising teacher well-being: drivers, measurements, and outcomes

Relationships between Self-Efficacy and Teachers' Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience.

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers' well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers' well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers' well-being and contributes significantly to the broader discourse on foreign language teacher education.

Level of Depression, Level of Anxiety and the Stress Level among Degree Teachers

Teachers are professionals who educate students by providing instruction, guidance, and support across various subjects and educational levels. Their primary goal is to facilitate learning and help students develop the knowledge, skills, and critical thinking abilities needed for personal and academic growth. The art of teaching involves a lot of patience, dedication and commitment, it is also required for the teachers to stay calm and composed. Not only does the teacher require physical health but their mental health is also very important. The mental well-being of degree teachers is very important for their effectiveness and overall satisfaction, and it also impacts their students' learning experiences. Thus this research is carried out to ascertain the relationship between the level of depression, the level of Anxiety and the level of stress among degree teachers. in this review paper, we will try and understand the importance of mental health and its role in degree teachers.

Impact of Emotional Intelligence on the Well-being of Teachers and Students

Impact of Emotional Intelligence on the Well-being of Teachers and Students

The Factors Influencing the Professional Identity of English Teachers: A Systematic Mini Review

Although previous research has confirmed that professional identity plays a significant role in teachers effectiveness and job satisfaction, the specific factors influencing the professional identity of English teachers remain unclear. More studies on these influencing factors are needed, especially in some undeveloped regions. This paper explores various factors affecting the professional identity of English teachers, focusing on individual, societal, and educational system aspects. Through the analysis of twenty studies, both quantitative and qualitative, the results indicate that professional identity is shaped by a dynamic mix of social, environmental, and personal factors, evolving through internal and external influences. The study emphasizes the need for increased societal support, improved work conditions, and addressing individual teachers needs. It highlights the importance of a holistic approach to foster the professional growth and well-being of English teachers, suggesting that nurturing their professional identity requires a comprehensive strategy considering various influencing factors.

Understanding Teacher Experiences Amidst Principal Reshuffling: A Phenomenological Inquiry

This phenomenological study explores the experiences of Filipino teachers dealing with frequent changes in school principals within the Department of Education (DepEd) system. The research aims to understand the impact of these leadership transitions on teachers’ professional experiences and classroom dynamics, the strategies they employ to overcome associated challenges, and the insights they can share with their peers. The study gathered in-depth qualitative data from teachers across various educational levels and subjects using semi-structured interviews and focus group discussions. The findings reveal that frequent principal turnover leads to instability, disrupts academic performance, affects staff morale, and complicates the implementation of long-term initiatives. Teachers employ strategies such as maintaining continuity and stability, establishing clear communication channels, and fostering robust support systems to navigate these challenges. The study underscores the importance of adaptability, building strong relationships, effective communication, and ongoing professional development. The results highlight the need for educational policymakers to prioritize stability in leadership and provide support systems that help teachers adapt to changes, ensuring a conducive learning environment for students and a supportive atmosphere for educators. This research contributes to the broader understanding of the ecological impacts of leadership turnover and offers practical recommendations for enhancing teacher well-being and school performance amidst frequent administrative changes.

Teacher wellbeing in the Chinese Universities of the Third Age: An elicited metaphor analysis

ABSTRACT This paper investigated teacher wellbeing in a rapidly expanding educational context of Universities of the Third Age in China. Based on the analysis of 48 metaphors innovatively elicited from 27 teacher participants, important cognitive, affective and social aspects of teaching and learning that configure teacher wellbeing have been outlined. It is argued that teaching is a cognitive development in which new knowledge, ways of teaching and understanding of self are progressively gained in the classrooms where students are often more senior and experienced. Teaching is also an emotional labor where passion, empathy, companionship and patience are crucial in facilitating successful later-life learning and aging. Furthermore, teaching realizes social functions, including but not limited to enlightening older adults, creating a synergized learning environment and fulfilling multiple social responsibilities as a good teacher, a cultural disseminator and a Chinese citizen. Findings suggest the need to understand these under-represented teachers for quality elderly education in the global trend of population aging.