Teachers' well-being

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

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