Well-being Of Teachers Research Articles

Work Stress and Psychological Well-being of High School Teachers in Indonesia

The role of teachers was crucial to ensure students’ academic success. Teachers were responsible for facilitating learning, offering guidance, providing emotional support, and acting as parental figures for some students. However, these responsibilities might lead to significant work stress, which can negatively impact teachers’ psychological well-being. To investigate this issue, a quantitative survey was conducted, which utilized the PERMA-Profiler adaptation instrument and the School Teacher Job Stressor Scale adaptation instrument. The survey included 758 participants, comprising male (286) and female (472) secondary school teachers from 33 provinces across Indonesia. The results of the linear regression analysis showed that work stress negatively impacts the psychological well-being of teachers (F = 314.9, p < 0.05, and R2 =0.239).
 Keywords: psychological well-being, work, stress, teachers, Indonesia

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling.

This cross-sectional study employs Structural Equation Modeling (SEM) to examine the relationships among psychological capital, mindfulness, and teacher burnout in a sample of 387 Chinese English as a Foreign Language (EFL) educators. Self-reported data were analyzed to investigate the direct and indirect effects of psychological capital on teacher burnout, with mindfulness serving as a potential mediator. Our SEM analysis reveals a significant direct negative association between psychological capital and teacher burnout. Moreover, mindfulness significantly mediates the relationship between psychological capital and burnout, indicating that higher psychological capital leads to increased mindfulness, which subsequently reduces burnout. This study underscores the importance of psychological capital and mindfulness in mitigating teacher burnout among Chinese EFL educators. The findings suggest that interventions targeting both psychological capital and mindfulness practices could bolster teacher well-being and foster a more positive educational environment.

PROCEDURAL JUSTICE AND THE PSYCHOLOGICAL WELL-BEING OF THE TEACHERS OF THE ARCHDIOCESE OF BAMENDA, NOTH WEST REGION OF CAMEROON

This study was to investigate the effect of procedural justice on the psychological well-being of the teachers of the Archdiocese of Bamenda, Northwest Region of Cameroon. The study employed a sequential explanatory research design. The sample for the study comprised 270 teachers working in Catholic nursery, primary and secondary schools within the Mankon, Bayelle and Bambui Deaneries of the Archdiocese of Bamenda. Quantitative data were collected with the help of a questionnaire while Focus Group Discussions were conducted to generate qualitative data. Quantitative data were analyzed using the linear regression technique. Qualitative data generated from Focused Group Discussions were analyzed using the technique of thematic analysis. Findings from Quantitative analysis of data revealed that 63% of teachers’ indicated that teachers were satisfied with procedural justice within the Bamenda Archdiocesan Catholic Education Agency and that procedural justice had a significant effect on the psychological well-being of teachers of the Archdiocese of Bamenda. Based on these findings, the study recommended that the government should effectively follow-up, monitor and audit the channels of paying subvention funds to beneficiary private sector teachers to ensure that the money reaches the intended beneficiaries uncompromised.

Differences in Subjective Well-being Among Special-school Teachers and Regular Teachers in Ternate

<p><em>Improving the quality of human resources in Indonesia, especially in Ternate, a teacher plays a very important role in the field of education and has a strategic position because it is one way to create competent and quality human resources. The aim of the research was to look at the differences in subjective well-being between special school teachers and regular school teachers in Ternate. The subjects were 58 special school teachers and 61 regular school teachers with a total of 117 teachers. Based on statistical test data, the subjective well-being of regular teachers is higher with a score of 69.59% in 61 subjects and the subjective well-being of special school teachers is lower with a score of 47.46% in 58 subjects. Based on these results, it shows that there is a very significant difference in subjective well-being between special school teachers and regular school teachers, it is found that regular teachers have higher subjective well-being compared to special school teachers.</em><em></em></p>

Early career teachers’ learning about promoting health and wellbeing: a narrative study understanding health and wellbeing in early career teachers: a narrative study

ABSTRACT In Scotland, as with many other countries, the requirement to promote pupil health and wellbeing is the responsibility of all, yet little is known about how early career teachers learn to meet this responsibility. This two-year study followed five secondary school teachers from their Professional Graduate Diploma in Education (PGDE) year to the end of their first year in school as probationary teachers. A narrative approach was adopted to explore how participants’ conceptualisations of health and wellbeing developed over time, and to gain insight into what contributed to this development. Data were collected through semi-structured interviews. Following this, and guided by the work of Rodríguez-Dorans and Jacobs, narrative portraits were constructed for each participant. The narratives revealed that participants’ conceptualisation of health and wellbeing deepened between the PGDE year and the end of their induction year. In particular, participants developed a broader understanding of relationships through their induction year, with greater attention paid to their role, and the role of other teachers, in developing positive relationships. Furthermore, across both contexts, the participants revealed that the process of learning how to promote health and wellbeing was multi-faceted and complex, with various life experiences and different schools adding to this complexity. For the future, we recommend that teacher educators working in the domain of health and wellbeing begin with the teachers – exploring their personal and professional identities – past, current and future, and the various ways they connect with their lives and learning in schools.

The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy

ABSTRACT This study was prompted by the scarcity of empirical investigation regarding the relationship between instructional leadership and teacher well-being through the mediating roles of professional learning communities and teacher self-efficacy in Chinese school settings. Data from 1158 primary and secondary school teachers in South China were collected for analysis. Partial least squares structural equation modelling was employed for data analysis. The results indicated a positive relationship between principal instructional leadership and teacher well-being after controlling for teacher demographic factors. Instructional leadership has a substantial impact on the professional learning community. Both professional learning communities and teacher self-efficacy emerged as significant serial mediators in the structural model. Principal instructional leadership, professional learning communities, and teacher self-efficacy collectively explained approximately 43% of the variance in teacher well-being. These findings inform practical and theoretical implications, suggesting avenues for enhancing principal instructional leadership and, consequently, fostering teacher well-being in the hierarchical Chinese education setting.

Taking on a Life of Its Own: Relational Mentoring for Mutual Professional Growth

Relational mentoring, or critical friendships, has been recognized as an effective form of continuous professional development (PD). Through autonomous informal mentoring sessions implemented outside the umbrella of institutional top-down PD initiatives, teachers can gain valuable insights on their own practice and that of their peers. In this paper, one such mentoring session is analyzed from the perspective of both participants. Transcribed audio data of the mentoring session was inductively analyzed by both mentor and mentee, and major points of salience were reflectively and collaboratively discussed. The reflections highlighted the fluid nature of the session that challenged the traditional hierarchical mentor-mentee dynamic. While the session began in a transactional fashion with mentee seeking knowledge from mentor, it was seen to evolve into a more symmetrical relationship of co-learning. This short account of reflective practice offers additional evidence of the transformational potential of relational mentoring and critical friendships on teachers’ PD. Moreover, there are indications that such autonomous PD can contribute positively to sustaining teacher wellbeing in times of uncertainty and instability.

Субъективное благополучие преподавателей в современных условиях: эмоционально-личностные и метакогнитивные предикторы

<p>This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.</p>

EFL teachers’ engagement: The impact of well-being and emotion regulation

As foreign language education is a challenging and complex activity, investigating the factors that influence English as foreign language (EFL) teachers' engagement may be an interesting area of research. In this field, teachers' engagement is considered an important factor related to people's perception of work. With the emergence of Positive Psychology (PP), and with regard to the role of constructive emotion variables in teachers' engagement, more attention was paid to the practical aspects of life, and it views well-being as a crucial concern for individuals' success. Emotion regulation (ER), as another emotional trait, is noteworthy as it aids in managing the favorable and unfavorable emotions educators commonly encounter in educational settings. Therefore, the constructs of well-being and emotion regulation and their role in the EFL setting have been highlighted. Therefore, the current study sought to assess the effects of well-being and emotion regulation in EFL teachers' engagement. To this end, 410 Chinese EFL teachers were chosen to complete three scales, namely engagement, well-being and ER. Structural Equation Modeling (SEM) was run to inspect the responses of the teachers. The results specified that both ER and well-being had significant impacts on the engagement of Chinese EFL teachers. Indeed, 65 percent of changes in the EFL educators' engagement can be predicted by their well-being, and about 73 percent can be predicted by their emotional regulation. The consequences for EFL instructors, teacher trainers, and other academic stakeholders are also presented in detail.

Design, protocol and baseline data of Nurturing Healthy Teachers, a cluster non-randomized controlled trial to improve the health, well-being, and food security of preschool and elementary school teachers in Houston, Texas

BackgroundWe present the conceptual framework, design, and study measures of Nurturing Healthy Teachers, a quasi-experimental study to examine the short- and long-term effectiveness of the Nurturing Healthy Teachers (NHT) nutrition intervention on food insecurity, dietary behaviors, mental health and cardiometabolic health among preschool and elementary school teachers. MethodsA convenience sample of 28 elementary schools with pre-kindergarten and elementary classrooms were recruited in Houston, Texas. Nurturing Healthy Teacher intervention includes Brighter Bites, an evidence-based coordinated school health program that combines access to fresh produce and nutrition education, and Create Healthy Futures, a web-based nutrition education program that targets nutrition knowledge, self-efficacy, mindfulness, and social support to create healthy habits among teachers. The primary outcome is food insecurity. Secondary outcomes include diet quality, mental health, and cardiometabolic health. Metabolic markers and skin carotenoid levels were assessed using in-person assessments, while all other measures were obtained via questionnaire. ResultsAt baseline, most of the participants were female, 63 % identified as Hispanic, were highly educated, and had a mean age of 42.6 years. Overall, 50 % of teachers were classified as being obese and 20 % had high cholesterol. At baseline teachers had a mean HbA1c (%) of 5.6 %.Moderate to severe depression was experienced by 18 % of teachers and 23 % of teachers experienced moderate to severe anxiety. ConclusionsThe results of this study will inform next steps towards future implementation and evaluation of teacher-focused interventions.

Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age

The teaching profession, intrinsically vocational, bestows upon its practitioners a deep sense of meaning and personal dedication. However, this personal commitment can be affected by the constant evolution of labour demands, exacerbated by the increasing technification of education. Both these needs, at a personal and organisational level, can lead to the development of emotional exhaustion, a psychological state manifesting with increased frequency in the educational sector. In this context, and referencing the job demands-resources model, we propose a model focused on the examination of the role according to the positive meaning in modulating emotional exhaustion. The research was conducted with a sample of 213 secondary school teachers in southern Spain, using a survey methodology. All data were analysed throughout the SPSS and Smart PLS statistical programs. The obtained results indicate that the presence of positive meaningful work has a negative impact on emotional exhaustion, technocomplexity and work-family conflict. Furthermore, the negative effect of positive meaning work on work-family conflict was stronger for teachers with greater experience. This study enhances the understanding of teacher well-being, suggesting the update of theoretical models to reflect current labour complexities, promoting managerial strategies and flexible policies to mitigate emotional exhaustion and foster a healthy working environment.

Mental well-being and difficulties of Polish teachers during remote education in the COVID-19 Pandemic

The SARS-CoV-2 pandemic negatively affected the mental and social well-being of people worldwide. While most research focused on children's difficulties, such as mood changes and social withdrawal, few studies explored the challenges faced by teachers, especially in the context of mental health. This study aimed to understand teachers' views on their well-being during and before COVID-19. A survey of 216 teachers was conducted, of whom 115 worked in mainstream primary schools and 101 in special schools in Poland, during a period of severe pandemic conditions and social isolation measures. The findings showed that the pandemic had significant effects on teachers' mental health in some aspects, but this was not always negative. This highlights the need to prioritize teachers' well-being, not only during crises but also on a daily basis. Ultimately, the quality of children's education depends on the mental state of their teachers.

Internal and external job stress of high school teachers in a private institution

Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the aid of statistical software. The findings of the study depicted that private teachers are both internally and externally moderately stressful in their jobs. The Chi-square test revealed that employment status and years in service are associated with the private teachers’ internal job stress and it is significant at a 10% level. In addition, it is depicted that gender, monthly salary, and years in service are significantly dependent on the teachers’ external job stress at a 10% level. Conclusively, the school heads and management of private schools must lessen the work assignments to avoid exhaustion and increase benefits to improve the well-being of teachers. Moreover, it is suggested that teachers in private schools must be provided with training and seminars, incentives, supplies for teaching, and other benefits that improve their productivity and become globally competitive educators.

Relationship between mental health and job competence of college teachers: Application of sentiment analysis algorithm

In systematically collecting and investigating data related to the teaching field, the association between teachers’ Mental Health (MH) and Job Competence (JC) is an important field that has not been systematically studied. Understanding this association is vital due to its direct impact on the Quality of Education (QoE) and its standard educational system. Due to problems in evaluating all qualitative data, such as Open-Ended Survey Feedback (OESF), traditional models frequently find it challenging to epitomize intricate relations accurately. This article reports on these tasks by introducing a Mixed-Method Approach (MMA). The research study was directed through online learning across numerous higher education institutions in three provinces of China, and a combination analysis of quantitative study data using qualitative Sentiment Analysis (SA) was recommended. The new thing about the method is that it suggests an algorithm based on Latent Dirichlet Allocation (LDA) to SA that lets all of the qualitative data from the OESF questions be studied. This algorithm suggests a more philosophical knowledge of teachers’ MH and its association with their specialized skills overall OESF. The study’s results represent a significant insight into the dynamics between MH and JC related to College Teachers (CT). It highlights how every feature impacts others and the prerequisites for educational strategies supporting teacher well-being. By overcoming boundaries in existing models, the proposed work contributes to a broader and better knowledge of teacher well-being, its impact on educational quality, and the potential for SA in educational research. We compared how well three classifiers—Naïve Bayes (NB), Support Vector Machine (SVM), and Linear Regression (LR)—performed on six topics that were chosen for this SA research. The performance analysis for evaluation is accuracy, precision, recall, and F1-score. The reliability of the OESF measures was confirmed with Cronbach’s alpha values signifying high internal consistency: 0.85 for JC, 0.88 for MH status, and 0.82 for innovative teaching ability.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

Relationship between mental health and job competence of college teachers: Application of sentiment analysis algorithm

In systematically collecting and investigating data related to the teaching field, the association between teachers’ Mental Health (MH) and Job Competence (JC) is an important field that has not been systematically studied. Understanding this association is vital due to its direct impact on the Quality of Education (QoE) and its standard educational system. Due to problems in evaluating all qualitative data, such as Open-Ended Survey Feedback (OESF), traditional models frequently find it challenging to epitomize intricate relations accurately. This article reports on these tasks by introducing a Mixed-Method Approach (MMA). The research study was directed through online learning across numerous higher education institutions in three provinces of China, and a combination analysis of quantitative study data using qualitative Sentiment Analysis (SA) was recommended. The new thing about the method is that it suggests an algorithm based on Latent Dirichlet Allocation (LDA) to SA that lets all of the qualitative data from the OESF questions be studied. This algorithm suggests a more philosophical knowledge of teachers’ MH and its association with their specialized skills overall OESF. The study’s results represent a significant insight into the dynamics between MH and JC related to College Teachers (CT). It highlights how every feature impacts others and the prerequisites for educational strategies supporting teacher well-being. By overcoming boundaries in existing models, the proposed work contributes to a broader and better knowledge of teacher well-being, its impact on educational quality, and the potential for SA in educational research. We compared how well three classifiers—Naïve Bayes (NB), Support Vector Machine (SVM), and Linear Regression (LR)—performed on six topics that were chosen for this SA research. The performance analysis for evaluation is accuracy, precision, recall, and F1-score. The reliability of the OESF measures was confirmed with Cronbach’s alpha values signifying high internal consistency: 0.85 for JC, 0.88 for MH status, and 0.82 for innovative teaching ability.

Social Emotional Learning and Music Education: Be sure to Be Kind to Yourself, Too

Music educators often advocate for the benefits of music education, such as leadership, self-expression, and creativity. Or, for some, music education for music education’s sake. Consider accomplishing this by teaching students to be self-aware and socially aware musicians. When student awareness improves, so does the music and the community of musicians. Social Emotional Learning (SEL) competency development should not be viewed as something taking time from musical instruction. Instead, view SEL competency skills as being learned through musical instruction. SEL alignments need to be intentional, explicit, consistent, and structured. This column suggests three embedded SEL techniques and encourages four focus activities to help foster personal, emotional, and physical well-being for music teachers and their students.

Evaluation of Design Parameters for Daylighting Performance in Secondary School Classrooms Based on Field Measurements and Physical Simulations: A Case Study of Secondary School Classrooms in Guangzhou

The quality of natural lighting within secondary school classrooms can significantly affect the physical and mental well-being of both teachers and students. While numerous studies have explored various aspects of daylighting performance and its related factors, there is no universal standard for predicting and optimizing daylighting performance from a design perspective. In this study, a method was developed that combines measurements and simulations to enhance the design parameters associated with daylighting performance. This approach facilitates the determination of precise ranges for multiple design parameters and allows for the efficient attainment of optimal daylighting performance. Daylight glare probability (DGP), point-in-time illuminance (PIT), daylight factor (DF), and lighting energy consumption were simulated based on existing control parameters of operational classrooms. The simulation results were then validated using field measurements. Genetic algorithms (GAs) were employed to optimize the control parameters, yielding a set of optimal solutions for improving daylight performance. The differences between daylighting performance indicators corresponding to the optimal solution set and those of the basic model were compared to test the performance of the optimized parameters. The proposed method is a robust process for optimizing daylight design parameters based on GAs, which not only enhances daylighting performance but also offers scientifically grounded guidelines for the design phase. It is a valuable framework for creating healthier and more productive educational environments within secondary school classrooms.

Schools within the uMgungundlovu district: Principals’ perspectives on categorization and school functionality

School categorization has impaired the functionality of schools and led to dysfunctional teaching and learning processes. This study explores principals' perspectives on categorization and school functionality. The existing literature on school categorization focuses on the geographical areas of schools and resource allocation, ignoring the complexities of learner behavior and other dynamics within schools. Based on a qualitative case study within an interpretive paradigm, this study was conducted in the uMgungundlovu district of KwaZulu-Natal using semi-structured interviews, document reviews, and observations with five purposefully selected principals of five primary schools. Data analysis revealed that schools were paying significant maintenance and bills to sustain themselves without sufficient funding. In addition, the quintile classification indicates that the socioeconomic status of schools weakens the institution's ability to provide intensive development and growth for administrative and learning needs and to the extent that schools generate their resources for the reconstruction of structures and facilities, affecting the well-being of teachers and learners, as well as external factors such as professional development and academic training, which have a significant impact on the delivery of quality education.

Cognitive Parameters Influencing Job Satisfaction among School Teachers: A Qualitative Exploration

This research paper presents a qualitative exploration of cognitive parameters influencing job satisfaction among school teachers, with a focus on cognitive practice/cognitive exercise, cognitive activity, cognitive evaluation, cognitive planning, cognitive skill, and cognitive strategy. Job satisfaction is a critical factor in teachers' professional well-being and the quality of education they provide to students. Using a qualitative approach, this study employs interviews and focus group discussions to gather data from a diverse sample of school teachers. By exploring teachers' subjective experiences and perspectives, this research aims to uncover the cognitive parameters that significantly impact their job satisfaction. The findings of this research contribute to the existing knowledge on cognitive parameters influencing job satisfaction among school teachers. They provide valuable insights for educators, administrators, and policymakers to design interventions and strategies that promote positive work environments and enhance teachers' job satisfaction. By prioritizing cognitive aspects, such as effective planning, skill development, and strategic thinking, educators can create supportive environments that empower teachers and positively impact their satisfaction and effectiveness. This qualitative exploration highlights the importance of cognitive parameters in influencing job satisfaction among school teachers. By understanding and addressing these cognitive aspects, educators can foster a positive work environment and promote the well-being and professional growth of teachers. Ultimately, this leads to improved educational outcomes for students and a more fulfilling teaching profession.