Teachers' well-being: Difference between revisions
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This page is under construction. | This page is under construction. Author: Gaëlle Molinari | ||
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]" | ||
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Teachers' well-being | Teachers' well-being | ||
* An interesting angle to better understand current challenges of the teaching profession | |||
* Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017) | * Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017) | ||
Revision as of 12:00, 2 April 2023
This page is under construction. Author: Gaëlle Molinari
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
- An interesting angle to better understand current challenges of the teaching profession
- Empirical evidence on the definition of teachers’ well-being and how to measure it is limited (McCallum et al., 2017)