Sustainability, Год журнала: 2025, Номер 17(3), С. 900 - 900
Опубликована: Янв. 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.
Язык: Английский