期刊
EDUCATIONAL RESEARCH REVIEW
卷 34, 期 -, 页码 -出版社
ELSEVIER SCI LTD
DOI: 10.1016/j.edurev.2021.100411
关键词
Teacher well-being; Review; Wellness; School; Teacher education
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.
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.
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