Teachers' well-being: Difference between revisions
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* 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) | ||
=== Four key components === | |||
* '''Cognitive well-being''' | * '''Cognitive well-being''' |
Revision as of 13:36, 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"
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
- Cognitive well-being
- The set of skills and abilities that teachers need to work effectively
- Equivalent to the concept of cognitive weariness (Van Horn, 2010)
- Relates to teachers' sense of self-efficacy (in classroom management, in instruction, in student engagement)
- Two indicators of cognitive well-being
- Capacity to concentrate at work
- Self-efficacy
- Two indicators of cognitive well-being
- Subjective well-being
- Physical and mental well-being
- Social well-being
International Summit of the Teaching Profession