Well-being Of Teachers Research Articles

Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction

Teaching is a challenging profession, and teachers experience stress due to the difficulties associated with shifting educational policies, disengaged or dissatisfied parents, and the behavioral, emotional, and academic needs of diverse students. This stress can lead to burnout, which often results in departure from K-12 education system. These stressors can also reduce teachers’ sense of self-efficacy, i.e., their perceived ability to accomplish tasks and overcome challenges. These elevated levels of stress and burnout and reductions in self-efficacy negatively impact student outcomes. In this study, we evaluated the potential for cooperative learning (CL) to reduce stress and burnout and enhance teacher self-efficacy. To aid in the implementation of CL and reduce the burden on teachers, we used an innovative software platform (PeerLearning.net). Data were from a cluster randomized trial encompassing 12 middle and high schools (N = 111 teachers, 62.2 % female, 86.5 % White). We found that teachers in intervention schools (i.e., schools given training and access to PeerLearning.net) reported reduced levels of stress and beneficial effects on self-efficacy (i.e., higher levels of Student Engagement and Instructional Strategies) and burnout (i.e., reductions in Emotional Exhaustion and higher levels of Personal Accomplishment) compared to teachers in control schools that conducted business as usual. We found no significant differences in Classroom Management (an element of self-efficacy) and Depersonalization (an element of burnout). These results suggest that CL, implemented with PeerLearning.net, can have some beneficial effects on teacher well-being.

Domains of Physical Activity and Psychological Well-being of Secondary Teachers

The study by Trajković et al. (2023) underscores the positive impact of physical activity on psychological well-being, particularly emphasizing its influence on socio-emotional capabilities, life satisfaction, positive emotions, self-worth, confidence, and physical competence. This study extends this understanding by investigating the relationship between different physical activity domains and the psychological well-being of secondary education teachers at Alaminos Integrated National High School in Alaminos, Laguna. Utilizing descriptive statistics and Pearson Product Moment Correlation, the study found that most respondents were aged between 33 and 43, with a notable representation of females. Teachers demonstrated knowledge of various physical activities relevant to their occupation and engaged in activities related to transportation, recognizing the diverse benefits of leisure time and domestic activities on overall well-being. The study examines the relationship between domains of physical activity and psychological well-being, revealing notable correlations across various aspects. In the occupational domain, autonomy, environmental mastery, purpose in life, and self-acceptance show significant correlations except for personal growth, while transportation displays a strong and significant relationship with all components of psychological well-being. Similarly, leisure time exhibits a strong correlation with environmental mastery, personal growth, positive relationships, purpose in life, and self-acceptance, but not with autonomy. Likewise, the domestic domain exhibits a strong and significant relationship with all components of psychological well-being. Lastly, these findings shed light on the interconnectedness between domains of physical activity and various aspects of psychological well-being. Thus, the hypothesis positing no significant relationship between these domains was partially rejected.

Finding consensus on well-being in education

Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

EXPLORING THE IMPACT OF TEACHER’S EXPERIENCE AND WORKLOAD ON EMOTIONAL CONNECTION AND ENGAGEMENT IN EDUCATIONAL INSTITUTION

This study explores the impact of a teacher’s experience and workload on their emotional connection and engagement within an educational institution. Drawing on extensive empirical data, the research investigates how varying levels of experience and diverse workload demands influence teachers’ emotional investment and active participation in their work environment. This study adopts a quantitative research design to examine the relationship between emotional intelligence (EI), teacher burnout, and work engagement among school teachers in the Saugor district of Madhya Pradesh. A cross-sectional survey method is used to collect data from a sample of teachers. The results indicate a significant association between emotional attachment to the institution and the level of experience among respondents. Organizations need to strike a balance, ensuring that employees are challenged but not overwhelmed. This study also adds to the growing body of literature on teacher burnout and engagement, providing significant knowledge for administrators, and educators looking to improve teacher well-being and institutional success. KEYWORDS: Teacher’s experience, Workload, Saugor, Madhya Pradesh.

A systematic review of primary school teachers' wellbeing: room for a holistic approach.

Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers' mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO, CRD42021278549.

Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times

Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times

Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic

Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic

Australian teachers’ conceptualisations of wellbeing at work: A prototype analysis

Defining teacher wellbeing is a complex task, and the relative importance of its components remain unclear. Employing a three-phase prototype analysis, we investigated whether there was an ideal representation of wellbeing at work according to Australian teachers; and if so, which components were considered more important than others. Phase 1 (n = 138) generated wellbeing features. Phase 2 (n = 438) identified central and peripheral components while Phase 3 (n = 418) confirmed recognition of central components in a cognitive task. Analysing linguistic units and measures of reliability, findings revealed a prototypical organisation of the teacher wellbeing at work concept with central components including feeling safe, supported, valued, and trusted, and achieving work/life balance. The results of this study may help inform schools and policy makers design interventions and develop policies to foster thriving educational environments for all teachers.

Factors Associated with Teacher Wellbeing: A Meta-Analysis

Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

The Influence of Online Learning Components on Academic Motivation in China Vocational Training Programs: The Mediating Role of Student Engagement

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

The Impact of Managerial Leadership on Faculty Job Satisfaction in Chinese Public Universities

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

Promoting Teachers’ Wellbeing Using a Compassionate Mind Training Intervention: Exploring Mechanisms of Change

ObjectivesThe current study aimed to examine the mechanisms of change of a compassionate mind training intervention for teachers (CMT-T). In particular, we examined whether changes in the three flows of compassion, fears of compassion, and emotions at work (safe, drive, and threat) mediated the effects of the CMT-T in burnout, depression, anxiety, and stress, and in overall positive affect.MethodsAs part of a two-arm randomized controlled trial and a stepped-wedge design, the study included all participants who completed the 8-week CMT-T intervention either at Time 1 or at Time 2 (n = 103). At pre- and post-intervention, participants completed measures of compassion, fears of compassion, emotional climate in the workplace, burnout, psychopathological symptoms, and positive affect.ResultsMediation analyses revealed that increases in the flows of compassion and reductions in fears of compassion from others mediated the effects of CMT-T on teachers' depression, anxiety, stress, and burnout levels. In the case of the reduction in stress symptoms from pre- to post-intervention, compassion for self, fears of self-compassion, and fears of receiving compassion from others emerged as significant mediators of this change. The three flows of compassion and fears of compassion (for self and from others) were significant mediators of the impact of CMT-T on changes in teachers’ anxiety levels from baseline to post-intervention. A decrease in fears of compassion from others and an increase in drive emotions mediated changes in depressive symptoms following CMT-T. Concerning burnout, all flows of compassion and fear of compassion from others mediated the changes from baseline to post-intervention. Changes in positive affect following CMT-T were mediated by increases in the flows of compassion, and emotions related to soothing-safeness and drive systems in the workplace. Serial mediational models showed that the effect of CMT-T on teachers’ burnout was partially mediated by reductions in fears of compassion (for self and from others) and stress.ConclusionsCMT-T effectively improves teachers’ wellbeing and reduces burnout and psychological distress through the cultivation of their ability to experience, direct, and be open to compassion, and the strengthening of the soothing-safeness and the drive systems in the school context.PreregistrationThe study was registered at ClinicalTrials.gov: identifier, NCT05107323; Compassionate Schools: Feasibility and Effectiveness Study of a Compassionate Mind Training Program to Promote Teachers Wellbeing.

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is directly and indirectly related to adaptability to virtual instruction via teachers’ executive function during the COVID-19 pandemic. With a research-practice partnership project in a Head Start program in a metropolitan area in the central United States, data were collected from the Early Head Start/Head Start annual teacher survey (n = 148). Mediation analysis showed that teachers who demonstrated higher well-being displayed higher levels of executive function, which in turn was associated with greater adaptability in virtual instruction. Beyond the pandemic, findings highlight the importance of supporting teachers’ well-being and executive functions to promote adaptability, which is critical not only in virtual instruction, but also in successfully navigating other challenges of the teaching profession.

Investigating Psychological Struggles of Ukrainian Migrant Students and Teachers Abroad Amidst War

Since the commencement of Russia’s extensive invasion of Ukraine, millions of Ukrainian citizens have been compelled to leave their homeland in pursuit of safety. Although two years have passed since the start of the war, the Ukrainian refugee crisis continues, as each internally displaced person risks facing psychological problems. In the process of migration, refugees and forced migrants face completely new, unfamiliar conditions. This situation not only creates a stressful situation for them but also requires active interaction with the environment. Thus, the migration of Ukrainians abroad requires expert and scientific analysis. The purpose of our research is to investigate the psychological struggles experienced by Ukrainian migrant students and teachers who have been displaced due to the ongoing war. It’s necessary to examine the coping mechanisms employed by migrant students and teachers abroad to deal with the psychological challenges arising from displacement and war-related trauma. Quantitative methods such as surveys and questionnaires were used to collect numerical data on the prevalence and severity of psychological problems in the target population. In addition, standardised psychological assessment tools were used to measure specific symptoms of trauma, anxiety, depression and other mental health indicators. The findings of this article can be a valuable source of information for various stakeholders involved in supporting the well-being and integration of Ukrainian migrant students and teachers affected by war and displacement. By translating the study’s findings into action, positive changes can be made to alleviate psychological distress and increase the resilience of this vulnerable group.

Physical and mental wellbeing, teaching efficacy and school connectedness—A study with preschool teachers in Portugal

This article aims to investigate correlations between physical and mental wellbeing, teaching efficacy and school connectedness and to explore the relationship between those dimensions and sociodemographic variables such as age, teaching experience, academic qualifications, education sector, and geographical regions. For this purpose, an online questionnaire was applied to 450 preschool teachers. To assess physical and mental wellbeing the PISA 2020 teacher questionnaire was used, and to evaluate teaching efficacy and school connectedness the Subjective Teacher Wellbeing Questionnaire was applied. Descriptive statistics were calculated for all variables. The reliability, internal consistency and suitability of the data for factor analysis. were assessed for each of the questionnaires. The ANOVA test and Kruskal–Wallis’s test were used to identify significant differences between the dimensions under analysis and sociodemographic variables. The results show that school connectedness is positively related to teaching efficacy and the same positive association occurs between physical and mental wellbeing. A negative association is observed between school connectedness and physical and mental wellbeing and teaching efficacy and physical wellbeing and mental wellbeing. The results also indicate that older preschool teachers and those with more years of experience had a significantly higher score in teaching efficacy than their younger and less experienced counterparts. The preschool teachers from the Porto and North Regions of Portugal had significantly higher scores in the mental wellbeing dimension when compared with their colleagues from other regions of the country.

Promoting Kindergarten Teachers' Personal and Professional Well-Being Through a Program Based on Positive Psychology

This study aims to test the effect of a program intended to promote personal and professional well-being for kindergarten teachers. The program is based on positive psychology and social-emotional learning (SEL) principles. Seventy-seven kindergarten teachers from Israel participated in the study. The research tools used were four questionnaires that had to be filled out at the program's beginning and end. The results indicate that the program was able to promote the personal and professional well-being of kindergarten teachers, lower the level of stress they experience in their work, and increase the degree of job satisfaction. These findings were achieved through practical and applied tools for their daily and professional lives based on the PARMA model of positive psychology and the SEL model. The research findings have an important value in raising awareness of the issue and implementing similar programs as an integral part of the training processes of kindergarten teachers and their professional development processes.

An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students and adults in schools, psychometrically and theoretically sound measurement tools facilitating the implementation of transformative SEL practices are still lacking. To address this research gap, we conducted the initial validation of a teacher self-reflection scale initially developed by Collaborative for Academic, Social, and Emotional Learning (CASEL) to assess teachers’ perception of their social and emotional competencies in transformative SEL practices among a sample of 249 Asian American and Pacific Islander (AAPI) teachers in the U.S. Results of exploratory confirmatory factor analyses suggested that a 22-item version of the Transformative Social and Emotional Learning Competencies Scale (TSELCS-22) was best supported by a second-order model with one second-order factor of overall social and emotional competencies and five first-order factors. The measurement invariance test indicated that the factor structure of the current scale was consistent across genders. Correlation analyses showed that teachers’ self-reported social and emotional competencies based on TSELCS-22 generally had positive correlations with teachers’ subjective well-being. TSELCS-22’s practical implications in supporting the transformative SEL practices for AAPI teachers and teachers and students from other diverse backgrounds were discussed. Impact Statement This study is the first validation study of the Transformative Social-Emotional Learning Competencies Scale among Asian American and Pacific Islanders (AAPI) teachers. In alignment with CASEL’s transformative social and emotional learning (TSEL) framework, it provides the initial empirical evidence for a self-reported assessment tool to understand and support transformative SEL practices among teachers and to improve teacher well-being and workforce, particularly for those from racial/ethnic minoritized backgrounds.

The Impact of Job Satisfaction on Teacher Mental Health: A Call to Action for Educational Policymakers

Abstract Job satisfaction significantly impacts teachers’ overall well-being and mental health. Research reveals a strong connection between employment status and mental health, with teaching being a particularly stressful profession. The COVID-19 pandemic exacerbated these challenges, with the shift to online education and limited support causing heightened stress, anxiety, and depression. This study analyses scientific literature exploring the link between job satisfaction and mental health (depression, stress, and anxiety) in teachers. By examining relevant articles in major databases like Web of Science, PSYNDEX, PsycINFO, MEDLINE, EMBASE, and Google Scholar, the research identifies numerous sociodemographic and institutional factors contributing to teachers’ mental health struggles, including workload, teaching experience, job satisfaction, gender, and the nature of online education. The findings highlight the urgent need for educational policymakers to develop policies prioritizing teacher well-being, especially during times of crisis. This involves addressing factors affecting job satisfaction and implementing strategies to promote mental health support for educators.

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

Examining Conflict Management Strategies Used in Tanzania’s Secondary Schools: A Case in Biharamulo District, Tanzania

The study delves into the pervasive issue of conflicts within secondary schools, emphasizing their inherent nature in human interactions. It emphasizes the vital role of effective conflict management in maintaining a conducive learning environment. The research objectives cover the identification of conflict root causes, assessment of implemented strategies, and their impacts, and provision of recommendations for improved conflict management approaches in schools. Employing qualitative methodology, the study utilizes in-depth interviews, group discussions, and document reviews to collect data. Findings reveal the persistence of conflicts, notably attributed to the lack of a universally accepted resolution framework. Ad hoc methods are employed, lacking consistency and alignment with specific conflict natures, resulting in profound consequences such as student dropout, prolonged conflicts, fear, resentment, and hindered academic progress. The study recommends government intervention in training teachers, rigorous evaluation of school administrators' qualifications, and improvements in teacher welfare coupled with strict punitive measures for teachers’ inappropriate behavior. It concludes by highlighting the ongoing nature of conflicts and the urgent need for a practical approach, urging schools to prioritize understanding conflict causes, implementing effective management actions, and prioritizing the well-being of both teachers and students.