Psychological Science and Education,
Год журнала:
2024,
Номер
29(2), С. 112 - 125
Опубликована: Май 16, 2024
<p>The
aim
of
the
work
was
to
identify
features
psychological
defenses
and
coping
strategies
among
teachers
preschool
educational
institutions
with
different
levels
well-being.
The
study
involved
62
educators
in
city
Rostov-on-Don,
Aksai
village
Rassvet,
Rostov
Region.
following
methods
were
used:
“Scale
well-being”
by
K.
Riff,
technique
for
measuring
defense
E.R.
Pilyugina,
R.F.
Suleimanov,
questionnaire
“Types
orientations
difficult
situations”
E.V.
Bityutskaya,
A.A.
Korneeva.
As
a
result
study,
it
found
that
high
level
well-being
more
often
use
adaptive
defenses,
an
average
infantile
type,
low
psychotic,
as
well
neurotic
types.
Teachers
are
distinguished
their
preference
related
type
“Orientation
towards
rapprochement,
interaction
difficulty.”
and,
especially,
tend
be
inclined
leaving
moving
away
from
difficulties.”
It
is
recommended
results
psychoprophylactic
psychocorrective
teachers.</p>
European Journal of Education,
Год журнала:
2025,
Номер
60(2)
Опубликована: Март 31, 2025
ABSTRACT
This
research
aims
to
explore
and
compare
descriptive
context‐specific
characteristics
workplace
outcomes
of
the
studies
on
teachers'
emotion
regulation
(TER)
at
primary
education
(PE)
secondary
(SE)
levels.
A
systematic
review
with
a
mapping
approach
was
employed
NVivo
14
provide
thorough
overview
TER
in
literature
indexed
Web
Science
PE
SE
Accordingly,
20
31
were
identified
be
reviewed
systematically.
Descriptive
findings
suggested
rise
studies.
Quantitative
methods
dominantly
employed,
majority
conducted
China.
The
conceptual
focus
highlighted
two
key
areas:
emotional
labour.
found
affective
factors
workplace.
analyses
revealed
five
themes
both
levels,
namely,
leadership
management,
organisational
climate
support,
cultural
diversity
considerations,
teacher
development,
classroom
interaction
dynamics
consisting
similar
distinctive
codes.
Health Education Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 12, 2025
Objectives
and
Setting:
Schools
are
becoming
more
complex
work
environments,
in
turn
impacting
teachers’
well-being.
This
study
aimed
to
better
understand
how
one
teacher’s
well-being
could
be
impacted
when
offered
consistent
opportunities
attend
their
own
personal
wellness
during
school
hours
through
monthly
‘unstructured
time’.
Design
Methods:
Using
autoethnography,
the
research
is
an
account
of
first
author’s
experiences
as
educator.
Data
collection
analysis
was
iterative
holistic
examination
critical
incidents,
reflective
journal
entries
photographs
allow
for
‘meaning-making’
convey
throughout
times’.
A
Comprehensive
School
Health
framework
also
used
reflect
on
interpret
data
this
study.
Results:
Findings
showed
that
being
time
year
teacher
led
increase
feeling
health
value
within
workplace.
Conclusion:
Key
conclusions
drawn
from
contribute
growing
amount
literature
identify
with
proper
supports
place,
concept
time’
effective
tool
improving
workplace
settings.
Interdisciplinary Journal of Environmental and Science Education,
Год журнала:
2025,
Номер
21(1), С. e2505 - e2505
Опубликована: Янв. 2, 2025
Project
EXPLORE
(PEX)
is
a
nature-based
learning
(NBL)
program
designed
by
the
North
Carolina
Arboretum
to
help
K-12
teachers
implement
citizen
science-based
curricula
reconnect
youth
with
natural
environment.
Initiatives
supporting
teacher
confidence
are
critical
mainstream
implementation
of
NBL.
As
there
scant
literature
on
programs’
impact
teachers’
well-being,
purpose
this
study
explore
how
participating
in
PEX
impacts
“well-being.”
Informed
feminist
theory,
we
used
an
amended
two-part
collective
memory
work
design.
Three
former
participants
created
video
narratives
about
program’s
their
well-being.
They
participated
as
co-researchers
focus
group
analyze
diary
entries
for
meanings
around
teaching
well-being
and
PEX.
The
discussed
ways
supported
self-actualization,
relationships,
and,
most
importantly,
was
powerful
tool
within
neoliberal
school
context.
Purpose
The
present
study
investigates
the
empowerment
leadership
of
principals
and
its
effects
on
teachers'
morale,
teacher
participation
in
decision-making,
collaboration
student
achievement
under
context
School-Based
Management
(SBM)
Hong
Kong.The
integration
these
five
key
elements
SBM
are
collectively
termed
as
Model
here-after.Methodology
A
questionnaire
was
developed
validated
to
measure
variables
through
a
survey.A
random
sample
528
teachers
Kong
responded
survey.Confirmatory
factor
analysis
structural
equation
modelling
showed
that
has
validity
reliability.Findings
results
show
positively
affects
perceived
achievement.Originality
above
findings
first
kind
this
suggest
SBM,
principal
significantly
teaching
achievement.Practical
Implications
This
may
support
claims
SBM's
advantages
participation,
achievement.Relevant
parties
authorities
should
consider
professional
development
for
senior
realise
according
study.
Frontiers in Psychology,
Год журнала:
2025,
Номер
16
Опубликована: Янв. 29, 2025
Introduction
Occupational
stress
is
a
significant
issue
among
junior
high
school
teachers
in
China,
contributing
to
negative
outcomes
such
as
reduced
mental
health,
impaired
coping
abilities,
and
decreased
job
satisfaction.
Methods
This
quasi-experimental
study
investigates
the
impact
of
mindfulness-based
interventions
on
occupational
health
China.
A
total
118
participated
study,
with
randomly
assigned
experimental
group
undergoing
an
4-week
mindfulness
training
program,
while
control
received
no
intervention.
Standardized
measures
stress,
self-efficacy,
were
used
assess
before
after
Findings
The
findings
revealed
that
who
program
experienced
reductions
improvements
self-efficacy
compared
group.
Additionally
levels
increased
significantly
participants
underwent
training.
Discussion
results
suggest
can
effectively
alleviate
enhance
psychological
wellbeing
highlighting
importance
implementing
programs
support
educators
managing
maintaining
health.
British Journal of Educational Psychology,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 13, 2025
Abstract
Theoretical
Background
In
the
area
of
teacher
motivation,
teaching
practicum
stands
out
as
a
pivotal
element.
The
pronounced
complexity
during
this
specific
phase
may
pose
an
emotional
challenge,
making
exploration
student
teachers'
emotions
worthwhile
endeavour.
Aims
Based
on
theoretical
model
and
rooted
in
process‐oriented
perspective,
diary
study
examines
discrete
emotions,
focusing
proximal
(cognitive
appraisals)
distal
antecedents
(classroom
conditions)
while
accounting
for
contextual
variables.
Sample
Data
were
collected
from
178
teachers
Switzerland
Germany
their
3736
school
students.
Student
conducted
six‐lesson‐teaching‐unit
within
three‐weeks
obligatory
(57%
had
prior
experience)
received
different
levels
support
(coaching
by
peers
or
cooperating
teachers,
subject‐didactic
materials,
usual
support).
Methods
After
three
lessons
(
N
=
511),
reported
enjoyment,
anger,
anxiety
cognitive
appraisals
(control,
value).
School
students
individual
perceptions
class
discipline
situational
interest.
Results
Enjoyment
was
strongly
experienced
80%,
anger
8%
14%
lessons.
students'
interest
weakly
related
to
enjoyment
but
not
anxiety.
Control
associated
with
all
emotions.
frequent
experience
its
lack
relation
classroom
conditions
deviate
findings
observed
in‐service
teachers.
Relevance
Besides
strong
positive
experiences
practicum,
patterns
highlight
necessity
targeted
navigating
complexities
practicum.
Frontiers in Public Health,
Год журнала:
2025,
Номер
13
Опубликована: Март 7, 2025
Introduction
Teacher
retention,
workload,
and
the
intention
to
leave
profession
have
become
growing
concerns
in
education,
highlighting
need
for
a
holistic
approach
teacher
occupational
well-being.
Methods
This
study
employed
sequential
explanatory
mixed
methods
design
investigate
factors
influencing
A
cross-sectional
quantitative
survey
(
n
=
247)
examined
teachers’
perceptions
of
well-being,
while
phenomenological
qualitative
interviews
21)
explored
their
workplace
experiences.
Using
OECD
well-being
framework,
data
were
integrated
identify
key
determinants
potential
strategies
improvement.
Results
Findings
revealed
that
teachers
with
strong
self-efficacy
social
support
experienced
higher
job
satisfaction
fewer
psychosomatic
symptoms,
whereas
increased
stress
levels
led
greater
health-related
issues.
Male
reported
symptoms
than
female
teachers,
exhibited
levels.
Early-career
junior-grade
classroom
more
likely
consider
leaving
profession,
larger
class
sizes
contributing
burnout.
Workplace
stress,
student
intimidation,
verbal
abuse
positively
associated
addressing
parent
or
guardian
correlated
improved
cognitive
Lack
was
major
contributor
burnout,
dissatisfaction,
networks
alleviated
these
Conclusion
The
underscores
importance
ongoing
leadership
well-being-centered
policies
fostering
improving
particularly
among
early-career
educators.
These
findings
provide
valuable
insights
school
administrators,
policymakers,
educators
develop
targeted
create
supportive
sustainable
teaching
environment.
Scientific Reports,
Год журнала:
2024,
Номер
14(1)
Опубликована: Апрель 21, 2024
Abstract
This
study
takes
environmental
factors
and
individual
as
variables
to
explore
the
deep
internal
mechanism
of
impact
a
comprehensive
environment
on
higher
education
physical
(PE)
teachers’
job
burnout.
Little
research
has
been
done
how
affect
college
university
PE
burnout
through
(e.g.,
professional
pressure
teaching
efficacy).
In
this
study,
participants
were
231
teachers
from
seven
universities,
four
questionnaires
administered
measure
participants’
burnout,
perceived
overall
environment,
efficacy,
occupational
stress.
Research
found
that
have
significant
negative
stress,
stress
plays
an
important
mediating
role
between
shown
differences
in
external
environments
lead
varying
levels
personal
among
teachers,
which
turn
affects
their
level
The
concludes
good
social,
working,
living
helps
reduce
work
improves
sense
inhibits
occurrence
