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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‘We're Not in a Place Where We Can Thrive Yet’: A Qualitative Exploration of Systems of Health Promotion in Primary Schools in the Aftermath of the COVID‐19 Pandemic

Child Care Health and Development, Journal Year: 2025, Volume and Issue: 51(2)

Published: Feb. 10, 2025

Health promotion in schools can be defined as any activity undertaken to improve the health of all school users. This qualitative study aimed explore systems primary aftermath COVID-19 pandemic, from perspectives teachers and principals Republic Ireland. Participants were recruited using snowball convenience sampling techniques via a larger quantitative study. joined 45-min online focus groups informed by semi-structured interview guide. A reflexive thematic approach was taken analysis. Thirty participated, most (n = 26) identified female. Teaching experience across sample ranged 2 38 years. School sizes 20 850 students. All types eligible publicly funded represented. Three themes generated: rebuilding foundation, choosing within our limits drawing line. Findings indicate that severely challenged during pandemic recovery will lengthy. communities are well-positioned have leading role secondary disease prevention, but investment is needed establish resilient frameworks for child issues provoked addressed over coming

Language: Английский

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Educational Leadership, Mental Health, and Equity: A Review of Effective Interventions in Schools

European Journal of Educational Management, Journal Year: 2025, Volume and Issue: 8(1), P. 49 - 62

Published: March 15, 2025

This study investigates the role of educational leadership in supporting student mental health and promoting equity within schools. It examines three models, transformational, trauma-informed, equity-focused leadership, their effectiveness fostering inclusive school environments. By synthesizing recent empirical studies, this review identifies strategies that enhance engagement, emotional resilience, academic performance. The findings reveal schools with proactive experience improved well-being, reduced behavioral challenges, higher success. However, barriers such as resource constraints, inconsistent policy implementation, a lack specialized training for leaders hinder full integration initiatives. These challenges disproportionately affect marginalized populations, underscoring need approaches address systemic inequities education. emphasizes importance embedding broader policies practices. prioritizing psychological safety, strong school-community partnerships, ensuring equitable access to resources, can create sustainable, supportive learning offers practical recommendations policymakers administrators strengthen practices bridge gap between achievement well-being. research contributes ongoing discourse on equity, advocating environments nurture both growth.

Language: Английский

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The Impact of Integrating Mindfulness in the Classroom on Well-Being and Academic Success Among College Students During COVID-19 and Beyond

Social Sciences, Journal Year: 2025, Volume and Issue: 14(4), P. 218 - 218

Published: March 31, 2025

The rapid transition to online learning prompted by the COVID-19 pandemic created significant challenges for college students. One critical issue was its impact on mental health, as there were widespread reports of increased anxiety and stress among This qualitative narrative review explores mindfulness practices an effective intervention support students’ well-being boost academic performance during such a crisis beyond. paper utilizes SANRA (Scale Assessment Narrative Review Articles) guidelines ensure systematic transparent synthesis literature. A total 18 studies published in international peer-reviewed journals between 2020 2024 included review. Mindfulness techniques have reduced stress, helped with emotional regulation, alleviated anxiety, improved cognitive functions. programs demonstrated success helping students manage uncertainties social isolation lockdowns produced. Moreover, help build resilience boosting self-awareness increasing student engagement course material. highlights effectiveness these supporting educators post-pandemic context. It offers valuable insights policymakers navigating both crisis-driven future advancements education.

Language: Английский

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Psychische Gesundheit von Lehrkräften

PPmP - Psychotherapie · Psychosomatik · Medizinische Psychologie, Journal Year: 2025, Volume and Issue: 75(03/04), P. 132 - 148

Published: April 1, 2025

Teachers are confronted with a multitude of complex demands, which further intensified by the challenges currently facing educational policy, such as shortage teaching staff. represent high-risk group for stress and development stress-related disorders, often caused tendency to over-indulge in short term, combined high sense responsibility duty. Chronic levels not only affect well-being teachers, but also their relationship pupils general learning climate. The job demand-control model, instance, can help gain better understanding illnesses profession. Furthermore, analysing specific stressors, work intensity, lack control difficult interactions parents colleagues, is crucial order develop effective preventative measures. It therefore necessary implement resilience-promoting strategies support systems sustainably improve teachers thus maintain increase attractiveness This article provides an overview psychosocial health discusses prevention intervention approaches.

Language: Английский

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Qualitative analysis of negative and positive COVID-19 experiences of frontline client educators in a Canadian maritime province

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101385 - 101385

Published: Jan. 1, 2025

Language: Английский

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Predictors of Depression and Anxiety Symptoms in Teachers from 19 Latin American Countries and Spain Due to the COVID-19 Pandemic

Deleted Journal, Journal Year: 2025, Volume and Issue: 7(2), P. 33 - 33

Published: April 7, 2025

Background: The Coronavirus disease (COVID-19) pandemic profoundly impacted education, causing uncertainty and constant changes for teachers, including new teaching modalities, increased workloads, limited rest periods. Global studies have reported mental health issues such as anxiety depression among educators during after the pandemic, primarily in Asia, Europe, North America. However, these existing often show rather than considering school-based predictors that may contribute to increasing rates. Aims: Despite global findings, there are few investigations of impact COVID-19 on teachers Latin America Spain. To address notable regional research gaps, this study examined prevalence symptoms Method: An online survey collected data demographics, work-related characteristics, experiences, measures from 19 American countries Spain using a snowball sampling approach. sample comprised 2004 with 81.8% female participants mean age 44.46 years (SD = 9.8). Descriptive statistics hierarchical multiple linear regressions were conducted outcome variables. Results: Consistent symptomology included being or transgender, younger, having lower socioeconomic status, pre-existing conditions chronic illness, workload dissatisfied resources, negative relationships students, parents, colleagues. collectively explained 16.4% variance 17.5% symptoms. Conclusions: significant needs highlight pressing necessity prioritizing improve their psychological children’s educational environments. These results also suggest practical need provide additional supports resources future transitions learning disruptions traditional instruction.

Language: Английский

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The Condition of Education: Teacher Mental Health Absenteeism in the Aftermath of COVID-19

American Journal of Qualitative Research, Journal Year: 2024, Volume and Issue: 8(3), P. 76 - 94

Published: July 26, 2024

<i>The implications of teacher absenteeism are incommensurable. While is a longstanding issue in education, there gap the current literature addressing teachers’ mental health and after schools reopened following first wave COVID-19 virus. This qualitative descriptive study anchored on Job Demands-Job Resources (JD-R) model organizational stress well-being. The purpose was twofold: a) to describe related stemming from pandemic’s stressful job demands school year 2021-2022 two Eastern regions U.S., b) availability resources such as administrative support U.S. sample consisted 12 educators: Four teachers eight administrators were selected using purposive strategy. Semi-structured interviews carefully designed extract relevant data alignment with research questions. Thematic analysis conducted based study’s method design. results revealed four themes: New strenuous demands, decline, absenteeism, mitigate absenteeism.</i>

Language: Английский

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The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers

Identity, Journal Year: 2024, Volume and Issue: 24(4), P. 353 - 378

Published: May 21, 2024

In the last two decades within United States (U.S.), discussing race, ethnicity, and identity with students in classroom has grown popularity but also been met significant backlash. As teachers navigate calls for against such work, they weigh their own trepidations about these conversations. Professional development seeking to effectively prepare conversations must take concerns into account. The current study explored teachers' perceptions of challenges related engaging activities classroom. sample included 20 U.S. high school (14 White, 2 Asian, 1 Black, Black-Latinx, Latinx; 80% female; teaching experience ranged from 1–27 years) recruited three public schools a large metropolitan area Northeast Data were gathered face-to-face individual interviews. Findings thematic analysis consensual qualitative coding identified seven domains, 11 sub-domains, 51 categories characterizing perceived challenges. provide insights how support capacities, mindsets, behaviors, skills necessary leading students.

Language: Английский

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Positive mental health of Latin American university professors: A scientific framework for intervention and improvement

Heliyon, Journal Year: 2024, Volume and Issue: 10(2), P. e24813 - e24813

Published: Jan. 1, 2024

The post-pandemic stage covid-19 has revealed overloads, ambiguities, and conflicts of teachers in the performance new roles hybrid classrooms that demanded an urgent adaptation, this highlighted need for priority attention to mental health teachers, however, there are still insufficient studies transcend diagnosis committed establish proposals improvement.

Language: Английский

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