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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. 10.1016/j.edurev.2021.100411

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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 (Original Article)

PHBern Contributor:

Waber, Jennifer

ISSN:

1747-938X

Language:

English

Submitter:

Jessica Brunner

Date Deposited:

16 Feb 2023 15:54

Last Modified:

17 Apr 2023 09:16

Publisher DOI:

10.1016/j.edurev.2021.100411

Uncontrolled Keywords:

Teacher well-being, Review, Wellness, School, Teacher education

PHBern DOI:

10.57694/6687

URI:

https://phrepo.phbern.ch/id/eprint/6687

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