Teachers' well-being: Difference between revisions
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Here a summary of "[https://www.oecd-ilibrary.org/education/teachers-well-being_c36fc9d3-en teachers’ well-being: A framework for data collection and analysis]" | Here a summary of "[https://www.oecd-ilibrary.org/education/teachers-well-being_c36fc9d3-en teachers’ well-being: A framework for data collection and analysis]" | ||
Some facts concerning teachers | |||
Some facts concerning teachers | * Crucial role in the society | ||
* | |||
* High expectations of their skills | * High expectations of their skills | ||
* Changes in their activity (diversity, more administration, less autonomy) | * Changes in their activity (diversity, more administration, less autonomy) | ||
* Stressful working conditions | * Stressful working conditions that might affect the quality of instruction and practice, motivation, self-efficacy and job commitment | ||
Teachers' well-being | |||
* Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017) | |||
Revision as of 12:58, 2 April 2023
This page is under construction.
Here a summary of "teachers’ well-being: A framework for data collection and analysis"
Some facts concerning teachers
- Crucial role in the society
- High expectations of their skills
- Changes in their activity (diversity, more administration, less autonomy)
- Stressful working conditions that might affect the quality of instruction and practice, motivation, self-efficacy and job commitment
Teachers' well-being
- Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017)