A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors

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.

Language: Английский

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Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: Dec. 8, 2022

Teacher burnout and frequent turnover negatively affect stability productivity in the context of higher education. Despite fact that relationship between intention has been thoroughly studied, role other factors this should be evaluated order to better clarify underlying mechanisms, particularly education.In study, we first aim bridge a research gap by utilizing job satisfaction as mediating variable for intention. Moreover, uniquely evaluate proactive personality moderating variable, terms satisfaction, then Based on 296 valid questionnaires collected from university faculty members China, proposed hypotheses were empirically.The results demonstrate that, expected, significant positive impact intention, significantly negative with partially moderated being stronger individuals high compared low personality.These findings provide understanding instructors. Theoretical practical implications, limitations, recommendations further are provided.

Language: Английский

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Teacher experiences under COVID-19 pandemic school reopening periods: A window of opportunity for adapted education

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 139, P. 104445 - 104445

Published: Jan. 3, 2024

The COVID-19 pandemic obliged schools worldwide to make structural changes in response the epidemiological situations their countries. New national transmission control measures (TCMs) at were continuously announced ensure pupil health. This study investigates how TCMs influenced teaching and learning environment for pupils with special educational needs (SEN) Norwegian during reopening periods. Data was gathered through eight in-depth interviews teachers coded thematically. It analyzed using self-determination theory adapted education. Despite difficulties caused by TCM, reported positive opportunities SEN.

Language: Английский

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Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

Frontiers in Public Health, Journal Year: 2022, Volume and Issue: 10

Published: Nov. 2, 2022

Background To reduce the transmission of COVID-19, many teachers across globe, including in China, were required to teach online. This shift online teaching can easily result psychological need thwarting (PNT) teachers' basic needs (autonomy, competence, and relatedness), leaving them vulnerable negative outcomes. Resulting emotional state may lead problematic internet use (PIU), which further distress, forming a vicious cycle. Methods The present study was conducted using cross-lagged panel model (with longitudinal data) hierarchical linear modeling (HLM) cross-sectional data). aims investigate (i) reciprocal relationships between two specific forms PIU [problematic social media (PSMU) gaming (PG)] distress among schoolteachers, (ii) influence administrators' support on schoolteachers' through cross-level serial mediation (PNT first mediator second affected by PNT teaching). Primary secondary schoolteachers ( N = 980; mean age 34.76; 82.90% females) participated surveys (Time 1: mid-November 2021; Time 2: early-January 2022). Results indicated that high at 1 associated with increased levels PSMU PG 2. Inversely, 2, although did not have significant 2; during 1, administrative contributed alleviating teaching, thereby lowering their which, turn, resulted decrease PG. Conclusion had stronger than PSMU. relieve PG, alleviate distress. Based this finding, school managers must consider effective ways mandatory teaching.

Language: Английский

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Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19

Frontiers in Public Health, Journal Year: 2023, Volume and Issue: 11

Published: March 9, 2023

Previous studies indicated that depressive symptoms are common among teachers due to job stress and difficulty in managing emotions. The aim of this research was determine the levels symptomatology a sample secondary school who worked during COVID-19 pandemic analyze relationships with their burnout emotional intelligence.The study involved 430 residing Madrid (Spain) pandemic. Participants' age between 25 60 (M = 41.40; SD 11.07) gender distribution 53.72% men 46.28% women. We used Spanish version Patient Health Questionnaire (PHQ-9), Maslach Burnout Inventory Educators Survey (MBI-ES) Trait Meta-Mood Scale (TMMS-24).The main results presented high means symptomatology, women obtaining higher scores than men. Significant were also observed dimensions intelligence. Finally, three intelligence would contribute teachers, while only Emotional Exhaustion make contribution.The possible consequences discussed, as well need enhance protective factors such levels.

Language: Английский

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Identifying subgroups of teacher burnout in elementary and secondary schools: the effects of teacher experience, age and gender

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 15

Published: Jan. 13, 2025

Introduction Teacher burnout is a serious problem that requires quick attention and management since it not only compromises educational quality but also strains schools’ financial resources. Research objective The purpose of the present study was to profile indicators for teachers in Kingdom Saudi Arabia. A secondary goal evaluate consistency profiles between elementary school teachers. Method Participants were 703 who participated Trends International Mathematics Science Study (TIMSS 2019) part measurement Arabia this study. series nested latent class models run using 1–6 classes identify an optimal number interpretable subgroups (latent classes) best describe construct teacher high setting. Results most important finding more than one-third reported levels irrespective education level or gender. Furthermore, teachers’ experience age positive predictors with older having significantly elevated burnout. Gender on other hand did play significant moderating role Implications Reducing students each class, reorganizing administrative work has be done, adding support personnel classrooms, increasing time skills tactics via professional development programs are all potential solutions might help alleviate

Language: Английский

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La Regulación Emocional Para el Manejo del Estrés Laboral Docente

Revista de Psicología y Educación - Journal of Psychology and Education, Journal Year: 2025, Volume and Issue: 20(1), P. 47 - 56

Published: Jan. 1, 2025

Resumen: Antecedentes: El presente trabajo busca analizar la regulación emocional respecto a los niveles de estrés docentes educación básica provincia del Azuay - Ecuador, pertenecientes escuelas sector rural, en el periodo escolar 2020-2021. Método: La investigación es cuantitativa, con un diseño ex post facto correlacional carácter descriptivo, una muestra 150 contexto rural. Se aplican dos instrumentos para evaluar y presencia laboral docentes. Además, se incluyó encuesta datos sociodemográficos fin tener mejor interpretación datos. Resultados: Los resultados indican que, aunque no presentan elevados estrés, sí existe alta correlación entre las variables analizadas. Con referencia experiencia docente, rural haber recibido formación, pueden ser que ayuden más estrategias afrontamiento frente al laboral, pero aún hay profundizar respecto. En cuanto género, mujeres resultaron estar expuestas presentar problemas emocional. Conclusiones: importantes implicaciones derivarse estos resultados.

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Exercising Teacher Agency for Inclusion in Challenging Times: A Multiple Case Study in Chilean Schools

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 316 - 316

Published: March 4, 2025

Teacher agency has been recognised as a relevant concept for understanding the role of teachers in current uncertain and changing contexts. However, its study about inclusive education is recent, especially Global South. This analysed how exercised during COVID-19 crisis conditions that enabled or inhibited agency. article explores Chilean schools, where neoliberal policies particularly challenge teachers’ A multiple case was conducted based on mixed methods. Online questionnaires were carried out with 154 from 5 schools. In addition, five each school participated in-depth group interviews. The findings show promoted students’ learning participation response to challenges pandemic. Teachers mobilised resources adapt context uncertainty supported one another. Among influential factors, policy constraints control reduced pandemic, thus creating opportunities achieve inclusion across At same time, leadership, collaboration, vision influenced differently school. While not aiming major transformations, this shows develop initiatives their practices contribute building schools despite contextual constraints.

Language: Английский

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Revisiting the research on teachers’ emotion regulation: A systematic review and future directions

International Journal of Educational Research, Journal Year: 2025, Volume and Issue: 131, P. 102615 - 102615

Published: Jan. 1, 2025

Language: Английский

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A longitudinal mixed-methods examination of emotional intelligence, mindfulness, and burnout among Chinese educators

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: May 19, 2025

Introduction This longitudinal mixed-methods study explored the interplay between emotional intelligence (EI), mindfulness practices, and burnout among secondary school educators in mainland China. The aim was to understand changes these variables over time impact of mindfulness. Methods tracked EI Wong Law Emotional Intelligence Scale (WLEIS) Maslach Burnout Inventory - Educators Survey (MBI-ES) quantitatively 12 months a sample 216 (189 completed all phases). Qualitative data were gathered through semi-structured interviews with 35 participants explore lived experiences. Results Quantitative findings revealed significant reduction exhaustion depersonalization, while facets remained stable. Average daily mindfulness-practice duration inversely correlated ( r = −0.28, p 0.003). analysis highlighted themes including multifaceted burden burnout, perceived role EI, as coping tool, personal mechanisms, high self-awareness alongside challenges regulation, systemic stressors. Practical constraints reportedly limited sustained engagement. Discussion contribute understanding complex interactions mindfulness, educators. offers insights into potential strategies for fostering teacher resilience well-being within educational settings, emphasizing benefits acknowledging limitations.

Language: Английский

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