Impacts of Workload on Teachers’ Well-Being: A Systematic Literature Review DOI Open Access

Nur Yuhainis Ab Wahab,

Rafiduraida Abdul Rahman,

Hanifah Mahat

et al.

TEM Journal, Journal Year: 2024, Volume and Issue: unknown, P. 2544 - 2556

Published: Aug. 27, 2024

This systematic literature review focuses on the elements that contribute to teachers’ workload and its impact their well-being. In general, researchers have conducted several pertinent studies issue of teachers' workload, therefore it is not a particularly new one. Regretfully, majority past research did include wellbeing teachers. Hence, present study reviewed 15 teacher’s factors Two databases, Web Science Scopus, were used for review. Eight issues or themed emerged from thematic analysis this review, including 1) physical online teaching learning; 2) increased working hours; 3) non-teaching tasks; 4) appreciation respect; 5) stress; 6) mental condition; 7) uncertainty 8) burnout. 22 sub-themes eight main topics, recommendations made benefit future at conclusion study. The findings explained effect cause by heavy which should be addressed quickly help educators’

Language: Английский

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic DOI Creative Commons
Junhua Mo, Gareth Richard Morris

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 15

Published: Feb. 7, 2024

International education has become increasingly challenging to manage in an unpredictable world beset by pandemics, regional disputes, and evolving market practices. The last few decades have seen a huge demand for international China, numerous acclaimed brand names set up operations China’s K12 schooling sector. However, the COVID-19 pandemic exerted noticeably negative impact on high schools their staff exacerbated difficult period of management these institutions. Interestingly, but perhaps unsurprisingly, actual operation educational workplaces remains under investigated academic studies. This paper therefore attempts examine China focusing teachers associated employment motivation, job satisfaction, dissatisfaction which been perceptibly influenced pandemic. Through qualitative, case-study approach adopted semi-structured interviews, British school, now closed, was investigated. study found that school were driven diverse work motives such as school’s reputation, values, salary, environment, chances career development. Their satisfaction also multi-faceted, certain areas concerning. That is, they derived early from range facets, students, class sizes, initial workloads, autonomy collegiality. feelings replaced sense noticeable unhappiness resulting leadership changes subsequent practices, increased workload, unmet package expectations obligations, well limited professional development opportunities. highlights importance recruiting well, generating right starting longer-term conditions, retaining key managing astutely. will be interest policy makers, investors, leaders, managers alike. It extend research teacher dissatisfaction, particular settings.

Language: Английский

Citations

8
Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic DOI Creative Commons
Nikolaus Bönke, Mareike Kunter, Thamar Voss

et al.

Zeitschrift für Pädagogische Psychologie, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 21, 2025

Abstract: The aim of the present study is to examine if teachers’ professional beliefs accounted for differences in self-reported instructional quality distance learning during COVID-19 pandemic. N = 194 German mathematics teachers were surveyed pandemic 2021 about their (potential cognitive activation, support, management time). Teachers’ constructivist and self-efficacy assessed 2019, before Results structural equation modeling indicate that stronger beliefs, higher potential activation learning. Self-efficacy predicted support better time. These significant associations persisted when pandemic-specific resources (technological pedagogical knowledge, technical at school, collaborative teaching planning; all measured by self-reports) considered. Thus, findings assumption are important adapting challenging unfamiliar circumstances such as pandemic, still ensuring high quality.

Language: Английский

Citations

0
Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave DOI Creative Commons
Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė

et al.

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Nov. 21, 2023

The continuing attention of scholars and practitioners to the teaching profession, teachers is based above all on fact that societal progress impossible without an effective education system. Teachers are "soft" dynamic, at same time, a driving force in this constantly changing system, research into prerequisites for their performance requires constant attention. In study, main phenomenon under analysis emotional resilience teachers-the internal capacity adapt, manage or cope with emotionally demanding situations. purpose was investigate work-related personal resources contribute teachers' its role links between resources, teacher well-being, intention leave. Data were collected using convenience sampling included 522 working Lithuanian primary secondary schools. An online self-administered questionnaire consisted scales assessed job self-efficacy, revealed perceived workplace characteristics - feedback, autonomy, social support, opportunities professional growth-along self-efficacy positively related predicted resilience. Emotional found be direct positive predictor well-being along have mediating effect relationships as independent variables wellbeing dependent variable. Contrary leave school, which usually undesirable outcome organization. study negatively affected by however did not impact quit. Based results, article outlines avenues further provides implications strengthening

Language: Английский

Citations

8
Presencia y Niveles del Síndrome de Burnout en Docentes de Modalidad Alterna en un Colegio de Colombia DOI Creative Commons
Gustavo Villamizar Acevedo, J. Mantilla

Diá-logos, Journal Year: 2024, Volume and Issue: 16(28), P. 31 - 42

Published: June 11, 2024

Introducción. Ante la orden del gobierno colombiano de iniciar clases en el año 2021 bajo modalidad alterna, reacción los maestros, inicialmente, fue desacatada argumento que podrían ser contagiados COVID-19 por sus alumnos, pero debido a presión gubernamental retornaron gradualmente las aulas. El objetivo estudio identificar presencia y niveles síndrome burnout durante alterna docentes vinculados una institución educativa Santander, Colombia. Métodos. Investigación descriptiva, se trabajó con muestra carácter censal conformada 28 docentes, quienes les aplicó Cuestionario Maslach, cual está constituido tres subescalas, agotamiento emocional, desempeño personal despersonalización. Resultados. datos muestran bajos subescalas emocional despersonalización alto personal, aunque evidencian inexistencia desgaste profesional, resalta 21.4% participantes señales emocional. Conclusión. En este grupo profesores no evidenciaron síntomas burnout, llevando suponer mayoría cuenta factores protectores, como vivir su pareja e hijos, ha brindado herramientas para abordaje estrés. Recomendaciones. Se considera importante profundizar identificación protectores contra profesional esta población.

Citations

0
The mediating role of motivation and professional development in determining teacher performance in vocational schools DOI Creative Commons
Nur Kholifah, Muhammad Nurtanto, Farid Mutohhari

et al.

Cogent Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: Nov. 5, 2024

This study aims to explore teacher performance based on the roles of family sociology, managerial support and work conditions, as well involvement motivation professional development among vocational teachers. Data were collected from 381 teachers, structural equation modeling was used test research hypotheses. Our findings indicate that play crucial in enhancing performance. Specifically, support, conditions sociology significantly influence development, which turn impact Among variables studied, found be key mediators relationship between these factors is critical it provides new insights into how improve through a comprehensive approach. Therefore, interventions focusing providing optimal are needed. Additionally, this reaffirms importance supporting psychological well-being contributes better understanding influencing basis for developing policies development.

Language: Английский

Citations

0
Impacts of Workload on Teachers’ Well-Being: A Systematic Literature Review DOI Open Access

Nur Yuhainis Ab Wahab,

Rafiduraida Abdul Rahman,

Hanifah Mahat

et al.

TEM Journal, Journal Year: 2024, Volume and Issue: unknown, P. 2544 - 2556

Published: Aug. 27, 2024

This systematic literature review focuses on the elements that contribute to teachers’ workload and its impact their well-being. In general, researchers have conducted several pertinent studies issue of teachers' workload, therefore it is not a particularly new one. Regretfully, majority past research did include wellbeing teachers. Hence, present study reviewed 15 teacher’s factors Two databases, Web Science Scopus, were used for review. Eight issues or themed emerged from thematic analysis this review, including 1) physical online teaching learning; 2) increased working hours; 3) non-teaching tasks; 4) appreciation respect; 5) stress; 6) mental condition; 7) uncertainty 8) burnout. 22 sub-themes eight main topics, recommendations made benefit future at conclusion study. The findings explained effect cause by heavy which should be addressed quickly help educators’

Language: Английский

Citations

0