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

作者：T. Hascher, J. Waber · 发表于：Educational Research and Reviews · 年份：2021 · DOI：10.1016/j.edurev.2021.100411 · 被引用次数：572

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 in- fluences teaching quality. Finnish teachers ’ socio-emotional learning skills. Although related to classroom practice, they found only single, moderate positive effects on the TWB subdomains of self-fulfillment (d = 0.55) and relationship with parents (d = (cid:0) 0.74). and teacher (cognitive dimension); satisfaction with one ’ s current job and with the teaching profession, frequency of with regard to job activities, purposefulness, and satisfact...