Teachers' well-being

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This page is under construction. Author: Gaëlle Molinari

Here a summary of "teachers’ well-being: A framework for data collection and analysis"

Context

• High expectations of the teachers' skills
• Changes in their activity (diversity, more administration, less autonomy)
• Stressful working conditions that might affect the quality of instruction and practices, motivation, self-efficacy and job commitment
• Teacher attribution, an internationally recognized problem
• Lower level of attractiveness of the teaching profession
• Growing teacher shortages
• Higher workload for teachers who are currently working
• Lack of resources causing dissatisfaction

Teachers' well-being

• In this context, occupational well-being as a growing issue to better understand current challenges of the teaching profession
• There is a need to better understand the relationship between working condition, well-being, and quality of instruction
• Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017)

Four key components

1. Cognitive well-being
   • The set of skills and abilities that teachers need to work effectively
   • Equivalent to cognitive weariness (Van Horn, 2010)
   • Relates to teachers' sense of self-efficacy (a) in classroom management, (b) in instruction, (c) in student engagement
     • Two indicators of cognitive well-being
       • Capacity to concentrate at work
       • Self-efficacy
2. Subjective well-being
   • Three elements
     • Life/job satisfaction
     • Positive affect (happiness, joy, contentment)
     • Eudemonia (sense of meaning, purposefulness, goals in life, sense of directness, mindfulness, good psychological functioning, full potential)
3. Physical and mental well-being
   • Good health
   • Stress-related psychosomatic symptoms (frequent headaches, back pain/muscle spasms, insomnia, feelings of loneliness, excess anxiety, increased anger or frustration, increased or decreased appetite, fatigue or social withdrawal)
4. Social well-being
   • Teachers' social capital
   • The quality and depth of the social interactions with students, parents, colleagues, support staff and school leaders
   • Relates to student misbehaviour, issues with parents, support or lack of support from management and leadership, and challenging situations that arise with students

International Summit of the Teaching Profession

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