Healthcare,
Journal Year:
2024,
Volume and Issue:
12(15), P. 1472 - 1472
Published: July 24, 2024
(1)
Background.
The
post-COVID-19
era
has
imposed
unique
challenges
on
educators,
significantly
impacting
their
psychological
and
physical
well-being.
This
study
examines
the
interrelationships
among
stress,
sleep
quality,
somatization
in
a
sample
of
teachers,
elucidating
impact
these
factors
during
ongoing
recovery
from
pandemic.
(2)
Methods.
Using
validated
instruments
such
as
Pittsburgh
Sleep
Quality
Index
(PSQI)
Mesure
du
Stress
Psychologique
(MSP),
this
research
investigates
how
stress
disturbances
correlate
with
teachers.
also
considers
influence
demographic
age,
gender,
years
experience.
(3)
Results.
results
indicated
that
quality
correlates
both
somatic
pain,
emphasizing
crucial
role
managing
stress-induced
symptoms.
Additionally,
fear
COVID-19
exacerbates
effects,
illustrating
complex
interplay
health
Contrary
to
initial
hypotheses,
experience
did
not
primary
relationships.
(4)
Conclusions.
findings
emphasize
necessity
addressing
mitigate
combined
effects
somatization.
Educational
institutions
policymakers
are
urged
develop
targeted
interventions
address
issues
support
teachers’
well-being
post-pandemic
landscape.
Sustainability,
Journal Year:
2025,
Volume and Issue:
17(3), P. 900 - 900
Published: Jan. 23, 2025
Understanding
the
factors
that
influence
teacher
well-being
is
crucial
as
it
significantly
affects
students,
teachers,
schools,
and
sustainability
of
education
system,
especially
during
prolonged
emergencies.
This
study
contributes
to
field
by
empirically
testing
a
conceptual
model
in
emergency
contexts,
specifically
addressing
COVID-19
school
closures
with
sample
over
19,600
teachers
from
Kazakhstan
through
an
online
survey
design.
Utilising
multidimensional
socio-ecological
framework
considers
individual,
home,
community,
national
factors,
this
identifies
key
predictors
self-reported
well-being.
Individual-level
explained
9.3%
variation
physical
(F
=
118,
p
<
0.001,
R2
0.093)
4.5%
psychological
72.2,
0.045).
In
contrast,
school-
home-level
demonstrated
greater
explanatory
power,
accounting
for
21.9%
128,
0.219)
15.5%
89.5,
0.155)
well-being,
respectively.
Community-level
12.8%
191,
0.128)
10.2%
324,
0.102),
while
national-level
accounted
much
smaller
proportions:
0.67%
21.8,
0.0067)
1.4%
83.589,
0.014).
These
findings
highlight
significant
home
school,
well
community-level
predictors,
on
suggesting
interventions
targeting
these
areas
may
be
particularly
effective
supporting
The
reveal
Kazakhstani
reported
poor
they
generally
had
more
positive
assessment
their
Vulnerable
groups
included
women,
older
non-Kazakh
those
higher
levels,
Russian
medium
mixed-medium
all
whom
lower
Additional
risk
identified
were
lack
student
engagement,
difficult
relationships
parents,
directive
leadership
style,
family
conflicts,
inadequate
resources
at
school.
Conversely,
protective
such
autonomy,
collegiality,
networking
opportunities,
self-efficacy
emerged
contributors
complex
interplay
between
cultural
subjective
perceptions
emphasises
critical
role
both
non-emergency
underscoring
urgent
need
targeted
policies
programmes
sustainably
support
enhance
holistically.
approach
will
promote
Sustainable
Development
Goal
(SDG)
3
(well-being)
ensure
access
equitable
quality
(SDG
4)
learners,
ultimately
contributing
overall
resilience
educational
systems.
Frontiers in Psychology,
Journal Year:
2025,
Volume and Issue:
16
Published: April 30, 2025
Student
dropout
and
academic
failure
are
serious
problems
faced
by
universities
around
the
world.
The
development
of
university
students
is
joint
result
external
(teacher
support)
internal
factors
(resilience).
goal
this
study
an
in-depth
understanding
association
between
Students'
resilience
performance.
All
respondents
were
from
a
local
Chinese
public
university.
Two
self-report
scales
with
adequate
reliability
validity
completed
440
undergraduate
students:
Connor-Davidson
Resilience
Scale
(CD-RISC)
Perceived
Teacher
Support
(PTSS).
results
demonstrated
that
teacher
support
positively
closely
correlated
performance
students.
plays
mediating
role
in
nexus
findings
shed
light
on
improvement
students'
reducing
rate
theoretically
practically.
helps
identify
key
contribute
to
success
improve
their
well-being.
also
provide
evidence
for
directors
design
effective
programs
take
initiatives
increase
retention
rates
success.
The
concept
of
Emotional
Intelligence
(EI)
has
gained
prominence
due
to
its
substantial
impact
on
a
range
life
outcomes,
including
academic
performance.
present
study
aims
examine
the
relationship
between
and
accomplishment
in
context
school
environment.
Analyzing
students'
emotional
skills
competencies
makes
it
possible
uncover
potential
intelligence
predicting
their
achievement.
Additionally,
emphasizes
importance
integrating
training
within
educational
curriculum.
Developing
awareness,
empathy,
self-regulation,
social
can
yield
notable
benefits,
cultivating
an
environment
more
favorable
learning.
This
systematic
review
examines
children
teachers
by
synthesizing
several
relevant
research
studies.
encompasses
comprehensive
conducted
from
2016
2023.
A
total
64
publications
were
examined
this
study,
specifically
chosen
based
relevance
review's
parameters.
These
articles
sourced
reputable
databases,
Scopus,
PsycINFO,
PubMed,
WoS.
revealed
correlation
five
dimensions
personality
intelligence,
creativity,
resilience,
framework,
specific
experimental
programs
about
education.
results
mentioned
above
are
great
significance,
as
they
demonstrate
that
is
not
solely
non-essential
skill
but
vital
factor
education
provide
significant
perspectives
for
students,
educators,
politicians.
Scientific Reports,
Journal Year:
2024,
Volume and Issue:
14(1)
Published: Oct. 17, 2024
This
quantitative
study
examines
the
influence
of
innovative
pedagogical
approaches
(IPA)
on
enhancing
student
critical
thinking
(SCT)
and
learning
outcomes
(SLO)
in
higher
education,
with
an
emphasis
mediating
role
inclusive
leadership(IL).
Using
a
sample
321
students
from
public
private
universities
Pakistan,
research
reveals
that
methods
such
as
problem-based
learning,
flipped
classrooms,
interactive
teaching
significantly
boost
academic
performance
cultivate
skills.
The
findings
indicate
positively
impact
(β
=
0.536,
t
6.539,
p
<
0.001)
0.551,
12.725,
0.001).
Additionally,
leadership
mediates
relationship
between
both
0.331,
3.833,
0.405,
8.662,
Data
were
collected
using
survey
questionnaires
adapted
established
studies
leadership,
approaches,
thinking,
outcomes.
These
results
highlight
essential
efficacy
pedagogies
by
creating
supportive
diverse
environment.
suggests
implementing
active
strategies
integrating
technology
classroom,
along
practices,
can
improve
engagement,
overall
performance.
offers
valuable
insights
for
educators
policymakers
seeking
to
enhance
experiences
education.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Feb. 14, 2025
ABSTRACT
This
study
aimed
to
evaluate
the
effectiveness
of
a
wellness
programme
for
preservice
teachers,
Promoting
Educational
Excellence
through
Resilience
Stress
(PEERS)
.
The
intervention
group
participants,
who
took
part
in
4‐week
PEERS
programme,
and
comparison
participants
were
recruited
online.
A
battery
self‐report
scales
assessed
various
psychological
constructs,
including
coping
self‐efficacy,
resilience,
mental
health,
well‐being,
mindfulness
self‐compassion.
Data
collected
at
three
time
points:
before
(T1),
immediately
after
completion
(T2)
4
weeks
(T3).
Results
suggested
that
reported
significant
improvements
resilience
nonjudging
facet
mindfulness.
High
satisfaction
was
also
reported,
with
96%
rating
overall
as
good
or
excellent.
Therefore,
results
demonstrate
positive
impact
on
efficacy
teachers
Hong
Kong.
Revista UNIMAR,
Journal Year:
2025,
Volume and Issue:
43(1), P. 75 - 98
Published: Jan. 14, 2025
El
presente
estudio
corresponde
a
una
revisión
sistemática
de
la
literatura,
en
cual
se
contempló
un
periodo
comprendido
entre
2019
y
enero
2024,
centrándose
específicamente
las
intervenciones
dirigidas
promover
habilidades
socioemocionales
e
inteligencia
emocional
el
profesorado
educación
básica.
Por
lo
tanto,
seleccionaron
25
artículos
relevantes
provenientes
diversas
bases
datos.
A
parir
revisión,
encontró
diversidad
enfoques
implementados
los
programas,
todos
ellos
con
impactos
positivos
diferentes
aspectos.
Además,
observó
efecto
benéfico
salud
mental
docentes,
contribuyendo
reducción
del
estrés,
ansiedad,
depresión
agotamiento
laboral.
Estas
promovieron
mayor
bienestar
general
personal
docente,
incluyendo
mejora
su
calidad
vida
satisfacción
trabajo.
Se
destaca
importancia
estas
para
desarrollo
profesional
docente
ofrecen
recomendaciones
futuras
investigaciones.
Frontiers in Education,
Journal Year:
2025,
Volume and Issue:
10
Published: Feb. 21, 2025
In
the
present
research,
relationship
between
emotional
intelligence
and
burnout
was
investigated
in
a
sample
of
Greek
special
education
teachers.
The
cusp
catastrophe
model
used
for
statistical
analysis.
Based
on
analysis,
negatively
correlated
with
burnout.
Surprisingly,
this
negative
reversed
when
increase
level
exceeded
certain
point.
There
seems
to
be
fragile
balance
caring
too
much.
Teachers
who
cannot
regulate
their
sentimentality
can
overwhelmed
by
emotions
become
prone
stress
managed
describe
that
phenomenon
more
satisfactorily
than
linear
quadratic
models
tested.
According
other
analysis
results,
factors
such
as
mental
resilience
self-efficacy
had
Practical
implications
training
self-focus
wellbeing
were
discussed.
Behavioral Sciences,
Journal Year:
2025,
Volume and Issue:
15(3), P. 292 - 292
Published: March 2, 2025
Teachers’
ability
to
manage
stress
and
daily
challenges
is
crucial
their
professional
development
well-being.
By
examining
how
Chilean
elementary
school
teachers
perceive
the
growth
in
resilient
behavior,
this
study
seeks
determine
predominant
factors
that
foster
resilience
these
individuals.
Sixty-three
public
participated
semi-structured
interviews
as
part
of
a
qualitative
analysis
employing
deductive
inductive
coding.
The
results
show
teacher
built
through
complex
interaction
between
personal,
professional,
contextual
factors.
Among
most
important
are
self-care,
psychosocial
support,
an
institutional
environment
facilitates
teachers’
emotional
Relationships
with
students
families
also
support
resilience,
creating
atmosphere
trust
collaboration
classroom.
highlights
strengthening
not
only
improves
teaching
experience
but
has
positive
impact
on
students’
well-being
academic
performance.
Integrating
self-care
strategies,
networks,
family
alliances
training
education
policies
essential
developing
healthy
sustainable
environments.
concludes
by
emphasizing
importance
specific
programs
give
effective
tools
adversity
better.
Although
limited
Chile,
invites
future
research
expands
other
levels
cultural
settings,
offering
more
comprehensive
view
education.
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(3), P. 382 - 382
Published: March 19, 2025
Psychological
well-being
and
teacher
self-efficacy
are
essential
dimensions
for
ensuring
effective
educational
performance
high-quality
teaching.
Fostering
these
competencies
in
educators
is
key
to
addressing
the
challenges
associated
with
current
system.
This
study
evaluated
effectiveness
of
a
training
program
designed
enhance
two
teachers,
taking
gender
years
experience
as
covariates.
The
sample
included
143
primary
school
teachers
from
Alicante
(Spain),
an
average
age
42.4
mean
14.14
professional
experience.
Of
participants,
58.3%
were
women
41.7%
men.
was
measured
using
Ryff’s
scale,
while
assessed
Skaalvik
Skaalvik’s
scale.
Using
experimental
design
control
groups,
along
pre-test
post-test
evaluations,
program’s
effects
analyzed
through
general
linear
model
repeated
measures.
Results
showed
significant
improvements
psychological
group.
Although
teaching
proved
be
covariate,
controlling
this
effect.
These
findings
highlight
feasibility
designing
interventions
strengthen
teachers’
competencies.
