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

“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.

- Authors: Tina Hascher, Jennifer Waber
- Published: November 1, 2021
- Field: Health Professions
- DOI: https://doi.org/10.1016/j.edurev.2021.100411
- Source: https://doi.org/10.1016/j.edurev.2021.100411

## 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.

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