Teacher well-being: A systematic review of the research literature from the year 2000-2019

In recent years, teacher well-being has received increasing attention that has led to a plethora of empirical studies from various disciplines. The aim of this paper is to contribute to the clarification of the construct teacher well-being, add knowledge about the prevalence of teacher wellbeing and systematize predictors and outcomes of teacher well-being. A systematic review following the PRISMA-statement was applied to peer-reviewed papers published between the years 2000-2019 and a total of 98 studies were included in the final analysis. Heterogeneous approaches could be categorized into five distinct theoretical foundations. Empirical evidence did not confirm that teacher well-being is at risk. Among the variety of correlates and predictors of teacher well-being that could be categorized into general versus job-related categories on the individual or the contextual level, social relationships seem to play a pivotal role. Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.

Automated summary

This paper aims to clarify the concept of teacher well-being, to increase understanding of the prevalence of teacher well-being, and to systematize predictors and outcomes. A systematic review of 98 studies published between 2000-2019 found that teacher well-being is not necessarily at risk, with social relationships playing a key role in influencing teacher well-being.