Teacher well-being: A systematic review of the research literature from the year 2000–2019

Hascher, Tina; Waber, Jennifer (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational research review, 34, p. 100411. Elsevier 10.1016/j.edurev.2021.100411

[img]
Preview
Text
Hascher_Waber_2021_Teacher_well-being.pdf - Published Version
Available under License Creative Commons: Attribution-Noncommercial-No Derivative Works (CC-BY-NC-ND).

Download (2MB) | Preview

In recent years, teacher well-being has received increasing attention that has led to a plethora of empirical studies from various disciplines. The aim of this paper is to contribute to the clarification of the construct teacher well-being, add knowledge about the prevalence of teacher well-being and systematize predictors and outcomes of teacher well-being. A systematic review following the PRISMA-statement was applied to peer-reviewed papers published between the years 2000-2019 and a total of 98 studies were included in the final analysis. Heterogeneous approaches could be categorized into five distinct theoretical foundations. Empirical evidence did not confirm that teacher well-being is at risk. Among the variety of correlates and predictors of teacher well-being that could be categorized into general versus job-related categories on the individual or the contextual level, social relationships seem to play a pivotal role. Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.

Item Type:

Journal Article (Review Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1747-938X

Publisher:

Elsevier

Language:

English

Submitter:

Michèle Karin Affentranger

Date Deposited:

27 Jan 2022 08:18

Last Modified:

21 Aug 2024 09:45

Publisher DOI:

10.1016/j.edurev.2021.100411

BORIS DOI:

10.48350/162977

URI:

https://boris.unibe.ch/id/eprint/162977

Actions (login required)

Edit item Edit item
Provide Feedback