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Illustration of the 2-2-1 mediation models proposed, with each model uniquely colored. All variables included reflect the change from pre- to post- intervention measurements.
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Quality interventions addressing the important issue of teacher stress and burnout have shown promising outcomes for participating teachers in terms of decreased distress, improved well-being and increased commitment to their jobs. Less is known however about whether such interventions also benefit students. The present study investigated the downs...
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Introduction
Many studies have documented the stress and burnout experienced by early childhood teachers. However, few have focused on comparisons among countries, particularly developing ones. Meanwhile, female teachers, who are more sensitive and tend to provide emotional responses, are often overlooked as a major force of emotional involvement....
Purpose
With greater awareness of the prevalence and impact of childhood trauma and adversity, teachers are now assuming a more active role in creating emotionally healthy environments and responding to student distress. However, supporting trauma-affected students can be a source of amplified teacher stress. Compassion has been identified as a pro...
Introduction
Job burnout has severe consequences for teachers and students. This study aimed to measure the direct effects of personality traits on job burnout-stress syndrome among allied health educators. Furthermore, teachers’ digital competence was evaluated as a personal job resource for mitigating the negative impact of burnout.
Methods
This...
Objectives
A school teacher's job is considered one of the most stressful occupations worldwide. To maintain the mental health of teachers, it is crucial to clarify the factors affecting work-related stress among teachers. The present study thus aimed to examine the main stressors among primary school teachers considering the difference in job posi...
We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, how...
Citations
... The emotions of these stakeholders are also entwined in dynamic relationships, as widely reported in the correlation between teachers' and students' emotions (Becker et al. 2014;Goetz et al. 2021;Jennings and Greenberg 2009;Sutton and Wheatley 2003). As for teachers, emotions are of instrumental value, since they can both support and undermine studentteacher relationships (Bilz et al. 2022;Forster, Kuhbandner, and Hilbert 2022;Goetz et al. 2021), teaching efficacy (Carroll et al. 2021;Keller et al. 2014), and teacher well-being (Dreer 2021;Luque-Reca et al. 2022). Moreover, through a mechanism called 'emotional contagion', teachers have been shown to influence students' emotions through their own display of emotions (Houser and Waldbuesser 2017;Mottet and Beebe 2000). ...
Since student teachers' emotions during field experiences are highly relevant to their overall learning and professional development, they are worthy of closer investigation. Thus, based on longitudinal data and co-occurrence network analyses, this study determines whether and how often positive and negative emotions co-occur among a sample of student teachers at three different timepoints (beginning, middle, and end) of a 15-week field experience. The findings revealed that a significant number of student teachers experienced mixed emotions, with the frequent co-occurrence of feeling stressed alongside positive emotions such as interest, attentiveness, excitement, strength, and confidence. Moreover, the proportion and structure of emotional co-occurrences changed over time. Notably, the prevalence of mixed emotions was higher in the initial and middle stages of the field experiences. These findings highlight the limitations of conventional correlation analyses in capturing important emotional information. The implications of these insights for student teacher support and development are discussed.
... Reducing stress and burnout in teachers has been shown to have positive effects on their well-being, commitment to their work, and level of distress. (Carroll et al., 2021). Additionally, teacher well-being has been linked to student outcomes, highlighting the importance of addressing burnout not only for teachers' sake but also for the benefit of their students (Ross et al., 2011). ...
The aim of this paper is to explore and analyse the prevalence of risk factors (and factors) associated with burnout among Slovak teachers. The research sample consists of 274 respondents: teachers, school principals, and other pedagogical staff. We used the Job Demand Resources Model (JD-R model), which suggests that the interplay between job demands and resources determines the overall impact on employee well-being. Jobs with high demands and low resources are likely to lead to burnout and health issues, while jobs with high demands but sufficient resources can lead to positive outcomes such as increased motivation and job satisfaction. Investigating burnout in teachers is essential for promoting the well-being of educators, maintaining a high-quality education system, and ensuring positive outcomes for both teachers and learners. Based on the Job Demand Resources Model, this study aims to analyse the relationship between selected variables and burnout syndrome among Slovak teachers.
... Teacher well-being serves as a safeguard against stress and burnout, with coping mechanisms supporting this protective function (Ainsworth & Oldfield, 2019;Andrew et al., 2018;Capone & Petrillo, 2020;Hascher & Waber, 2021;Smetackova et al., 2019;Yildirim, 2019). Quality interventions addressing teacher stress and burnout have shown promising results, including reduced distress, enhanced well-being, and more significant commitment to work (Carroll et al., 2021;Jennings et al., 2019). Therefore, it is crucial to examine strategies that can prevent teacher burnout and promote their overall well-being to minimize the negative impact on teachers' personal and professional lives, teaching process, and relationship with students (Carroll et al., 2022;Hascher & Waber, 2021;Yildirim, 2019). ...
Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.
... The increased focus on teacher well-being is driven by its important role in teaching and children learning (Carroll et al., 2021;P.-H. Li et al., 2022;McCallum, 2021;Panadero et al., 2022;Yeh & Barrington, 2023). ...
... Li et al., 2022;Yeh & Barrington, 2023). There is a growing number of studies that demonstrate the importance of teachers' well-being on children's learning outcomes including literacy and numeracy (Benevene et al., 2020;Carroll et al., 2021;Hascher & Waber, 2021;Panadero et al., 2022;Yeh & Barrington, 2023). However, there are very few studies that have systematically explored this issue in a developing country characterized by low-resource, fragile and conflict affected context, especially in Afghanistan (D'Sa et al., 2023). ...
Teachers’ well-being and a conducive home learning environment play a pivotal role in improving children learning outcomes, but little is known about this in a humanitarian setting. This article assesses the role of teachers’ well-being and home learning environment on children learning outcomes in Afghanistan. A cross section endline survey was conducted among 1407 primary school children, 1407 parents and 315 teachers in seven provinces of Afghanistan. Population-based two stage-cluster sampling was used. Children taught by teacher’s who received professional development support were 3.19 and 4.0 times more likely to attain higher literacy and numeracy levels. Children taught by teachers with adequate teaching and learning materials were 1.60 and 1.83 times more likely to achieve higher literacy and numeracy levels. Children from teachers with ability to voice up and be consulted by school management attained higher social-emotional learning competencies. Children experiencing violent home learning environment had lower odds of achieving higher literacy, numeracy, and social-emotional learning competencies. Children with parents that helped them with learning were 1.85 and 1.94 times more likely to have higher literacy and numeracy levels. There is scope for public sector and development partners to promote a package of interventions aimed at promoting teacher’s professional development, provision of teaching and learning materials, teacher recognition and voice to improve children’s literacy, numeracy, social and emotional learning skills. Parents need to ensure a safe and conducive home learning environment. Parent should be actively involved in children’s learning activities to nurture strong parental-child bond and parental-school partnership.
... Teacher resilience is a key factor in teacher quality and retention (Day & Gu, 2010); resilient teachers have long-lasting effectiveness and commitment to their occupations (Day & Gu, 2014), impacting student engagement, motivation, and academic achievement (Li et al., 2019). Carroll et al. (2021) investigated the downstream effects of teacher stress reduction interventions on students and found that reductions in teacher stress and burnout were related to improvements in student well-being, academic self-perceptions, and perceptions of the classroom environment. Promoting TWB and resilience has clear rippling benefits that trickle down to learners and create a positive, engaging learning environment for all students. ...
Adjunct faculty are a growing population in higher education, making up over half of all faculty in some institutions. However, adjunct faculty often face a number of challenges that can negatively impact their well-being, including low pay, lack of benefits, and limited job security. Online adjunct faculty face the additional stressors of technological innovations, remote isolation, institutional othering, and disconnection. The well-being of adjunct faculty is essential to the success of academic institutions and student learning. This chapter provides a template for key stakeholders to implement compassion-based professional development programs in online educational environments, cultivating well-being and fostering resilience among adjunct faculty.
... The process of teachers' examinations can lead to the development of burnout syndrome (Zheng et al. 2022). This syndrome is characterised by the presence of high levels of anxiety and stress (Carroll et al. 2021;Beames et al. 2023). This syndrome has a negative impact on psychological well-being and emotional intelligence (Lucas-Mangas et al. 2022). ...
The process to become a public teacher in Spain involves a very strict examination. In order to pass this exam, a high level of emotional competence is required. During the preparation for this test, symptoms related to anxiety, depression and stress are experienced. The aim of this study was to investigate the effect of negative emotional state on emotional intelligence and psychological wellbeing as a function of the number of sittings in the competitive examination process. The research design was quantitative and exploratory. The sample consisted of 3578 candidates. The results show an increase in the effect of negative emotional states on emotional intelligence and psychological well-being in candidates who have taken part in the selection process more than twice. It is concluded that negative emotional states increase in their effect on emotional and psychological well-being as the number of exams taken increases.
... Student wellbeing is essential to collective learning, and also for developing students' competence to collaborate. Finally, the teacher's own wellbeing is also important for her ability to teach efciently and to be perceived positively by her students (Van Petegem et al., 2007, Glazzard & Rose, 2019, Carroll et al., 2021. ...
... Teachers are guided in setting realistic boundaries, effectively managing time, and integrating personal and professional responsibilities in a balanced manner. Positive psychology principles, including gratitude, optimism, and mindfulness, are integrated into counseling interventions, shifting the focus from mere survival to active thriving and fostering a mindset conducive to resilience (Carroll, 2021). ...
"Teacher well-being is a critical factor in the overall success of educational institutions and plays a significant role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing professional counseling, we can address educators' challenges and promote a healthier, more supportive working environment. The study examines teachers' unique stressors and challenges, including high workload, emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies to manage stress and prevent burnout. Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining methods for enhancing resilience through professional development, self-reflection, and the establishment of supportive networks. We provide evidence-based recommendations for integrating counseling and resilience pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also propose a practical framework for schools and policymakers to develop and implement targeted interventions to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher well-being can create a more supportive environment that ultimately leads to improved educational outcomes for students and the long-term success of the education system."
... -educators' well-being and the provision of more favourable conditions for children's learning (Carroll et al., 2021), -a sense of accomplishment related to professional growth and transformation of professional communities (workplace well-being) (Moratti, 2018;Pyhältö et al., 2015), and PRACE BADAWCZE -collaboration and networking among educators and positive mental health outcomes (Cumming, 2017;Jones et al., 2019;Jones et al., 2020). The process of delivering and engaging in both series was important to us. ...
This paper reflects and explores lessons learned during two professional learning series related to the pedagogical practices of early childhood educators (ECEs) in Ontario, Canada. Drawing on a comparative analysis of our observations, collaborative inquiries, and discussions, we underline post-COVID-19 conditions that change how we think, engage, and envision possibilities in professional learning. We discuss the way the use of technology at the intersection of time and space and carefully chosen pedagogical approaches pushed us to reconsider current practices used in the design of professional learning activities, the implementation, and the responses to educators’ learning. We focus on the way technology helped us envision and plan for virtual rooms as environments as third teachers. Trading the traditional professional workshop-like activities with fixed time boundaries for virtual café-style learning, introducing design thinking, distributed leadership, Indigenous world views, and rhizomatic wonderings, we discuss our decisions to change the directions of professional learning from focusing on skill development and transmission of knowledge to enhancing dispositions needed to become lifelong learners, innovators, and advocates. We conclude the paper with invitations and provocations for educators, academics, researchers, and regulatory bodies to further discuss professional learning activities for the early childhood education (ECE) community in Ontario. In brief, we focus on removing the dividing practices between professional learning activities and pedagogical approaches as a starting point to envision possibilities in Ontario’s ECE field.
... Many studies measured teacher well-being indirectly via other related constructs. For instance, burnout by Camacho et al. (2021); emotional exhaustion by Chan et al. (2021); job satisfaction by Hilger et al. (2021); or stress by Carroll et al. (2021). Third, correlates of teacher well-being are mixed. ...
15 Nov 2023): The multidimensional teacher well-being: a mixed-methods approach, Teachers and Teaching, ABSTRACT This paper describes the development and validation of the multi-dimensional Teacher Well-being Inventory underlined by a rational-empirical approach using teacher samples from China. A 20-item multidimensional instrument on teacher well-being was established with good psychometric characteristics. The results yielded five dimensions, which comprises of physical, emotional/psycholo-gical, cognitive, social, and spiritual well-being. This concise measurement targets assessing the most salient well-being scenarios of teachers at work. This validated measurement can serve as a more robust gauge for promoting well-being literacy and functioning of individual teachers, students and schools in response to the OECD 2030 agenda of building the wellness society. ARTICLE HISTORY
