School Psychology,
Journal Year:
2023,
Volume and Issue:
39(3), P. 243 - 255
Published: Aug. 10, 2023
The
COVID-19
pandemic
has
amplified
preexisting
challenges
for
educators
as
manifested
in
high
rates
of
work-related
stress
and
burnout,
leaving
the
profession
higher
numbers
than
ever
before.
In
this
article,
we
highlight
urgency
well-being
supports
educators,
with
a
particular
focus
on
system
changes.
Individual
self-care
is
necessary,
yet
insufficient.
To
end,
recommend
use
multitiered
support
framework
to
promote
supportive
balanced
work
environment
all
tailored
local
needs.
We
provide
rationale
tiered
model
give
specific
recommendations
implementation
sustainability
continuum
school-wide
educator
well-being.
(PsycInfo
Database
Record
(c)
2024
APA,
rights
reserved).
Frontiers in Psychology,
Journal Year:
2023,
Volume and Issue:
14
Published: July 27, 2023
Teacher
wellbeing
is
a
growing
area
of
research
that
has
seen
steady
increase
in
publications
recent
years.
The
subsequent
need
to
synthesize
and
structure
this
existing
been
articulated
addressed
by
handful
systematic
reviews.
However,
no
previous
reviews
have
examined
the
potential
outcomes
teacher
as
primary
theme.Following
preferred
reporting
items
for
meta-analyses
(PRISMA)
guidelines,
review
identified
evaluated
studies
investigating
possible
wellbeing.
A
keyword
search
397
records.
After
records
were
screened,
44
analyzing
data
from
over
76,990
teachers
included
in-depth
analysis;
concepts,
methods
findings
these
examined.The
results
highlight
significant
relationship
with
several
factors
desirable
outcomes,
including
teachers'
sleep
quality,
retention,
teacher-student
relationships,
student
outcomes.
only
few
employed
methodologies
support
causal
interpretations
effects.
In
light
present
findings,
paper
offers
three
main
recommendations
future
progress
field.
PLoS ONE,
Journal Year:
2025,
Volume and Issue:
20(1), P. e0317351 - e0317351
Published: Jan. 27, 2025
Introduction
Teachers
are
pivotal
in
shaping
educational
environments
and
student
development
but
face
significant
occupational
stress
high
rates
of
mental
problems.
Despite
the
availability
various
psychosocial
interventions,
comprehensive
evidence
their
effectiveness
implementation
is
limited
for
this
group,
especially
low-
middle-income
countries
(LMICs).
This
mixed
methods
study
aims
to
conduct
a
scoping
review
characteristics,
effectiveness,
outcomes
interventions
teachers’
health
problems,
integrating
these
with
lived
experiences
inform
LMICs.
Methods
The
combines
insights
from
an
advisory
group
teaching
professionals
relevant
(PWLEs).
will
focus
on
examining
studies
promoting
or
addressing
problems
among
grade
1–12
school
teachers
all
genders,
ages
contexts,
except
those
working
specialized
settings,
such
as
special
education
centers,
disaster-
crisis-stricken
zones.
Intervention
exclusively
focusing
physical
job-related
be
excluded.
Using
pre-defined
search
terms,
quantitative
qualitative
research
studies,
including
unpublished
literature,
searched
across
multiple
databases.
Titles
abstracts
identified
screened
against
inclusion
criteria,
potentially
sources
retrieved
full.
Data
extracted
using
data
extraction
sheet
developed
covering
variables
related
participant
intervention
context,
outcomes.
A
purposively
selected
sample
10
PWLEs
form
participate
four
online
workshop-group
discussions.
meetings
include
presentation
findings,
followed
by
discussions
relevance
packages
LMICs,
adaptations
needed
make
them
acceptable
feasible
delivery
low-resourced
settings
like
India.
synthesis
employ
narrative
thematic
approaches
generate
actionable
implementing
Discussion
provide
characteristics
By
experiences,
practical
guidelines
adapting
Trial
registration
Review
number
:
Open
Science
Framework,
doi.org/10.17605/OSF.IO/GF59J
.
Educational Psychology Review,
Journal Year:
2024,
Volume and Issue:
36(2)
Published: June 1, 2024
Abstract
Teacher
wellbeing
has
received
widespread
and
increasing
global
attention
over
the
last
decade
due
to
high
teacher
turnover,
growing
shortages,
goal
of
improving
quality
teaching
student
performance.
No
review
yet
sought
undertake
a
cumulative
quantitative
assessment
literature
pertaining
wellbeing.
Using
meta-analysis,
we
address
this
gap
by
systematically
examining
relative
strength
key
antecedents,
consequences,
correlates
wellbeing,
using
Job
Demands-Resources
theory
as
guide
positioning
factors
in
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
job
competencies
were
top
four
strongest
positive
predictors
overall
whereas
neuroticism
disengagement
coping
two
negative
predictors.
Occupational
commitment
was
consequence
turnover
intentions
consequence.
Burnout
work
engagement
We
also
found
some
effects
moderated
such
whether
teachers
in-service
or
pre-service,
educational
setting
(e.g.,
K-12,
initial
education).
Our
provides
useful
empirical
resource
may
help
practice
terms
how
teachers,
school
leaders,
policy
makers
can
support
The Asia-Pacific Education Researcher,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 8, 2025
Abstract
Globally,
pre-service
and
early
career
teachers
report
high
levels
of
stress
emotion
regulation
difficulties,
leading
to
rates
burnout
attrition
in
the
first
five
years
profession.
Therefore,
there
is
an
urgent
need
for
development
evaluation
programming
support
teachers’
management
examine
relevance
program
across
cultural
contexts.
The
present
study
investigated
effectiveness
a
preservice
Montreal-Canada
Hong
Kong-China.
Participants
were
378
teachers,
with
158
from
Kong
(81.6%
women;
group:
n
=
70)
220
Canada
(85.9%
157).
Data
collected
at
three
points:
before
program,
immediately
after
two
four
weeks
program.
findings
latent
growth
models
suggested
that
both
Canadian
groups
displayed
significant
improvements
coping
self-efficacy
participating
whereas
no
changes
detected
well-being.
Moreover,
sample
demonstrated
significantly
higher
baseline
compared
Chinese
sample.
Gender
age,
considered
as
covariates
study,
did
not
yield
any
findings.
provides
valuable
insights
into
potential
benefits
abilities
emphasizes
such
can
be
comparable
British Educational Research Journal,
Journal Year:
2024,
Volume and Issue:
50(5), P. 2441 - 2460
Published: May 31, 2024
Abstract
Pre‐service
teachers
have
been
identified
as
a
risk
group
for
developing
burnout
syndromes
over
the
course
of
their
careers
due
to
increased
perceived
psychological
distress
and,
in
particular,
if
there
is
lack
coping
strategies.
To
provide
pre‐service
with
appropriate
techniques
and
concepts
that
can
be
successfully
applied
educational
work
contexts,
an
online
positive
psychology
intervention
was
designed
improve
participants'
resilience,
particular
self‐efficacy,
emotion
regulation
ability
cope.
Linear
mixed
models
simultaneously
analyse
variability
between
subjects
time
revealed
who
participated
benefited
from
programme
respect
increase
strategies,
self‐efficacy
cope
compared
control
group—although
at
baseline,
they
exhibited
less
beneficial
regulation,
The
findings
suggest
such
interventions
could
help
build
resilience.
Psychology Research and Behavior Management,
Journal Year:
2023,
Volume and Issue:
Volume 16, P. 3503 - 3518
Published: Aug. 1, 2023
Background:
Teacher
burnout
is
characterized
by
emotional
and
physical
exhaustion
resulting
from
excessive
work-related
stress.
Previous
research
based
on
traditional
latent
variable
theory
has
revealed
a
significant
negative
relationship
between
TB
psychological
capital
(PsyCap).
This
study
explored
the
complex
symptoms
of
contact
points
PsyCap
in
reducing
using
psychometric
network
analysis.
Methods:
A
total
3991
teachers
completed
subscale
Professional
Quality
Life
Psychological
Capital
Scale.
Results:
The
results
showed
that:
(a)
In
network,
core
displayed
due
to
are
difficulty
feeling
"I
am
very
caring
person",
happy",
person
I
always
wanted
be";
(b)
TB-PsyCap
was
closely
connected,
affected
each
other.
through
feel
optimistic
happy
almost
every
day"
often
that
there
future
as
teacher";
(c)
PsyCap's
bridge
had
impact
TB,
may
reduce
primarily
optimistic,
hopeful
dimensions.
Conclusion
Implications:
Psychometric
analysis
helps
us
understand
TB.
offers
valuable
insights
into
prevention
of,
intervention
in,
within
teaching
community.
Keywords:
teacher
burnout,
capital,
analysis,
comparison
