“Teacher well-being: A systematic review of the research literature from the year 2000–2019” (2021), by Tina Hascher et al. Health Professions research paper. Original abstract below, unchanged. No free PDF was found.

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

Tina Hascher, Jennifer Waber · November 1, 2021 · Health Professions

Abstract

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.

Source page DOI: 10.1016/j.edurev.2021.100411