Teachers' well-being: Difference between revisions

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* There is a need to better understand the relationship between working condition, well-being, and quality of instruction
* 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)
* 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)
*** <u>Two indicators of cognitive well-being</u>
**** Capacity to concentrate at work
**** Self-efficacy
* Subjective well-being
* Physical and mental well-being
* Social well-being
  International Summit of the Teaching Profession
  International Summit of the Teaching Profession


* [https://istp2022.es/en/welcome/ 22]
* [https://istp2022.es/en/welcome/ 22]

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
  • Subjective well-being
  • Physical and mental well-being
  • Social well-being
International Summit of the Teaching Profession