1
|
Downer JT, Braun SS, Bradshaw CP, Elreda LM, Elzie X, Budavari AC, Ialongo NS, Tolan PH. Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health. J Sch Psychol 2024; 106:101359. [PMID: 39251315 DOI: 10.1016/j.jsp.2024.101359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 08/09/2024] [Accepted: 08/11/2024] [Indexed: 09/11/2024]
Abstract
Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K-3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = -0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = -2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.
Collapse
Affiliation(s)
- Jason T Downer
- University of Virginia, 405 Emmet Street South Charlottesville, VA 22904, USA.
| | - Summer S Braun
- University of Alabama, Department of Psychology McMillan Building, Room 101H200 Hackberry LaneTuscaloosa, AL 35401, USA
| | | | | | - Xavier Elzie
- University of Virginia, 405 Emmet Street South Charlottesville, VA 22904, USA
| | - Alexa C Budavari
- University of Virginia, 405 Emmet Street South Charlottesville, VA 22904, USA
| | - Nicholas S Ialongo
- Johns Hopkins University, Center for Prevention & Early Intervention Johns Hopkins Bloomberg School of Public Health 111 Market Place, Suite 850 Baltimore, MD 21202, USA
| | - Patrick H Tolan
- University of Virginia, 405 Emmet Street South Charlottesville, VA 22904, USA
| |
Collapse
|
2
|
Aldabbagh R, Daley D, Sayal K, Glazebrook C. Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study. CHILDREN (BASEL, SWITZERLAND) 2024; 11:1053. [PMID: 39334585 PMCID: PMC11430785 DOI: 10.3390/children11091053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2024] [Revised: 08/22/2024] [Accepted: 08/25/2024] [Indexed: 09/30/2024]
Abstract
BACKGROUND/OBJECTIVES Children with Attention and Hyperactivity Deficit Disorder (ADHD) and those at risk of ADHD typically exhibit challenging behaviours that may disrupt the classroom environment and be frustrating for teachers. This study aimed to explore teachers' experiences and emotions regarding teaching children with high levels of ADHD symptoms and their perceptions of what might help to meet their unmet support needs. METHODS Semi-structured interviews were conducted with 17 primary educational practitioners for children aged between four and eight years in the UK. Interview scripts were analysed using reflexive thematic analysis. Six main themes and 8 subthemes were developed. These included: (1) ADHD behaviours can disrupt the learning environment; (2) teachers face practical demands on their expertise and particular skills; (3) managing ADHD behaviours can be overwhelming for teachers; (4) teachers and children may treat children with ADHD negatively, which can impact on children's emotions and lead to labelling; (5) existing support for teachers is limited; and (6) teachers need more specific training about ADHD. RESULTS The analysis revealed that teachers working with children with externalising behaviours such as ADHD can feel overwhelmed. CONCLUSIONS The findings from this study suggest that teachers require more training in managing externalising behaviour in the classroom.
Collapse
Affiliation(s)
- Reem Aldabbagh
- Special Education Department, Jeddah University, Jeddah 23218, Saudi Arabia
| | - David Daley
- NTU Psychology, School of Social Science, Nottingham Trent University, Nottingham NG1 4BU, UK
| | - Kapil Sayal
- Unit of Mental Health and Clinical Neuroscience, Institute of Mental Health, School of Medicine, University of Nottingham, Nottingham NG7 2RD, UK
| | - Cris Glazebrook
- Unit of Mental Health and Clinical Neuroscience, Institute of Mental Health, School of Medicine, University of Nottingham, Nottingham NG7 2RD, UK
| |
Collapse
|
3
|
Arias-Pastor M, Van Vaerenbergh S, González-Bernal JJ, González-Santos J. Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work. Behav Sci (Basel) 2024; 14:563. [PMID: 39062386 PMCID: PMC11274246 DOI: 10.3390/bs14070563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2024] [Revised: 05/14/2024] [Accepted: 05/22/2024] [Indexed: 07/28/2024] Open
Abstract
This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.
Collapse
Affiliation(s)
| | - Steven Van Vaerenbergh
- Department of Mathematics, Statistics and Computing, University of Cantabria, 39005 Santander, Spain
| | | | - Josefa González-Santos
- Department of Health Sciences, University of Burgos, 09001 Burgos, Spain; (J.J.G.-B.); (J.G.-S.)
| |
Collapse
|
4
|
Ozturk M, Wigelsworth M, Squires G. A systematic review of primary school teachers' wellbeing: room for a holistic approach. Front Psychol 2024; 15:1358424. [PMID: 38915431 PMCID: PMC11195814 DOI: 10.3389/fpsyg.2024.1358424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 05/17/2024] [Indexed: 06/26/2024] Open
Abstract
Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers' mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO, CRD42021278549.
Collapse
|
5
|
Salavera C, Urbón E. Emotional wellbeing in teachers. Acta Psychol (Amst) 2024; 245:104218. [PMID: 38493712 DOI: 10.1016/j.actpsy.2024.104218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 03/01/2024] [Accepted: 03/11/2024] [Indexed: 03/19/2024] Open
Abstract
Wellbeing is determined by happiness and both positive and negative affects. These constructs are, in turn, related to emotional intelligence and play an important role in individual behaviour. This study examined the relationship between happiness, emotional intelligence, and positive and negative affects in a sample of 344 (121 men 35.17 % and 223 women 64.83 %) trainee teachers, with an average age of 22.36 years. Happiness and affects yielded lower values, which may be related to the age of the participants. All variables under study were found to be correlated, which suggests that they are measuring the same construct: subjective wellbeing. Network analysis indicated that the self-regulation of emotions was the axial factor in the relationship. Finally, it was found that only the factor of emotional intelligence that measures the self-regulation of emotion and affects (both positive and negative) can be used to predict happiness. The present investigation reveals that more research is needed that takes more variables into consideration to describe the effect of these variables on personal wellbeing. The study offers empirical support to models that argue for a relationship between happiness, emotional intelligence, and affects, and emphasises the need to work on future teachers during their training to address their psychological wellbeing.
Collapse
Affiliation(s)
- Carlos Salavera
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain; Cátedra TEA Ediciones, Universidad de Zaragoza, Spain.
| | - Eva Urbón
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain; Cátedra TEA Ediciones, Universidad de Zaragoza, Spain.
| |
Collapse
|
6
|
Wu J, Ghayas S, Aziz A, Adil A, Niazi S. Relationship between teachers' professional identity and career satisfaction among college teachers: role of career calling. Front Psychol 2024; 15:1348217. [PMID: 38659685 PMCID: PMC11039962 DOI: 10.3389/fpsyg.2024.1348217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2023] [Accepted: 03/14/2024] [Indexed: 04/26/2024] Open
Abstract
Objectives Professional identity has been found an important determinant of career satisfaction of employees working in various fields. Teachers' professional identity is a relatively less explored domain. Considering the importance of teacher's career satisfaction, the current study was designed to test the role of career calling in the relationship between teachers' professional identity and career satisfaction. Methods A sample of teachers (N = 300) with (n = 115) men and (n = 185) women was recruited from the colleges of Sargodha City, Pakistan with an age range from 24 to 45 (M = 31.3, SD = 6.4). A purposive sampling technique was employed for data collection. Variables of the present study were operationalized through the Professional Identity Scale, Brief Calling Scale, and Career Satisfaction Scale. Results Path analysis revealed that normative identity did not have any direct or indirect effects on career satisfaction and career calling. Whereas affective and efficacy identity demonstrated significant positive direct effects on career calling whereas career calling had significant positive direct effect on career satisfaction. Efficacy identity also had a significant positive direct effect on career satisfaction. Finally, both affective and efficacy identity had significant positive indirect effects on career satisfaction via career calling. Conclusion The findings of the current study may help in devising plans to improve the career satisfaction of teachers working in the higher education sector.
Collapse
Affiliation(s)
- Jinshun Wu
- College of Economics and Management, East China Jiaotong University, Nanchang, Jiangxi Province, China
| | - Saba Ghayas
- Department of Psychology, University of Sargodha, Sargodha, Pakistan
| | - Aiman Aziz
- Department of Psychology, University of Sargodha, Sargodha, Pakistan
| | - Adnan Adil
- Department of Psychology, GC Women University Sialkot, Sialkot, Pakistan
| | - Sadia Niazi
- Department of Psychology, University of Sargodha, Sargodha, Pakistan
| |
Collapse
|
7
|
Burić I, Huić A, Sorić I. Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects. J Sch Psychol 2024; 103:101289. [PMID: 38432733 DOI: 10.1016/j.jsp.2024.101289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 10/19/2023] [Accepted: 01/24/2024] [Indexed: 03/05/2024]
Abstract
Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations between perceived student behavioral and emotional engagement and disaffection and teacher well-being (i.e., job satisfaction and emotional exhaustion) by acknowledging their fluctuating nature and investigating the associations at both the between- and within-person levels. Specifically, we conducted a full-panel four-wave longitudinal study involving 1141 secondary school teachers and employed a random-intercept cross lagged panel modeling approach to analyze the data. At the between-person level, teachers who perceived their students as being more emotionally and behaviorally engaged, but less emotionally and behaviorally disaffected, tended to have higher levels of job satisfaction and lower levels of emotional exhaustion. At the within-person level, higher than usual levels of student emotional engagement were concurrently associated with higher than usual levels of job satisfaction and lower than usual levels of emotional exhaustion, whereas the associations concerning disaffection showed the opposite pattern. Regarding the longitudinal spill-over effects at the within-person level, behavioral and emotional engagement positively predicted job satisfaction whereas behavioral disaffection negatively predicted job satisfaction and positively predicted emotional exhaustion. Our results highlight the importance of student motivation for shaping teacher occupational well-being and indicate that efforts aimed at increasing student motivation could also be beneficial to teachers.
Collapse
Affiliation(s)
- Irena Burić
- Department of Psychology, University of Zadar, Croatia.
| | - Aleksandra Huić
- Faculty of Humanities and Social Sciences, University of Zagreb, Croatia.
| | - Izabela Sorić
- Department of Psychology, University of Zadar, Croatia.
| |
Collapse
|
8
|
Zee M, de Jong PF, Koomen HMY. The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy. J Sch Psychol 2024; 103:101297. [PMID: 38432727 DOI: 10.1016/j.jsp.2024.101297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 10/30/2023] [Accepted: 02/06/2024] [Indexed: 03/05/2024]
Abstract
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student-Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3-6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students.
Collapse
Affiliation(s)
- Marjolein Zee
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands; Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.
| | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.
| |
Collapse
|
9
|
Ye X, Ahmad NA, Burhanuddin NAN, Na M, Li D. Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China. Behav Sci (Basel) 2024; 14:280. [PMID: 38667076 PMCID: PMC11047654 DOI: 10.3390/bs14040280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2024] [Revised: 03/06/2024] [Accepted: 03/07/2024] [Indexed: 04/29/2024] Open
Abstract
This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.
Collapse
Affiliation(s)
- Xiaolu Ye
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor Darul Ehsan, Malaysia; (X.Y.); (N.A.N.B.); (D.L.)
| | - Nor Aniza Ahmad
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor Darul Ehsan, Malaysia; (X.Y.); (N.A.N.B.); (D.L.)
| | - Nur Aimi Nasuha Burhanuddin
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor Darul Ehsan, Malaysia; (X.Y.); (N.A.N.B.); (D.L.)
| | - Meng Na
- Graduate School of Business, Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Selangor, Malaysia;
| | - Danwei Li
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor Darul Ehsan, Malaysia; (X.Y.); (N.A.N.B.); (D.L.)
| |
Collapse
|
10
|
Wang X, Yang L, Chen K, Zheng Y. Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher-student relationships. Front Psychol 2024; 14:1342598. [PMID: 38259554 PMCID: PMC10800834 DOI: 10.3389/fpsyg.2023.1342598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 12/14/2023] [Indexed: 01/24/2024] Open
Abstract
Introduction This research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China. Methods The study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis. Results The analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion. Discussion Mediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs. Conclusion The study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.
Collapse
Affiliation(s)
- Xiaoyu Wang
- College of Education Science, Harbin Normal University, Harbin, China
| | - Li Yang
- College of Education Science, Harbin Normal University, Harbin, China
| | - Kun Chen
- College of Teacher Education, Fujian Normal University, Fuzhou, China
| | - Yanan Zheng
- College of Education Science, Harbin Normal University, Harbin, China
| |
Collapse
|
11
|
Tang L, Zhu X. Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Front Psychol 2024; 14:1332909. [PMID: 38259578 PMCID: PMC10800794 DOI: 10.3389/fpsyg.2023.1332909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024] Open
Abstract
Introduction This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context. Methods Data from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants. Results The SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students' overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students' psychological well-being. Discussion These findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students' academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.
Collapse
Affiliation(s)
- Lin Tang
- School of Foreign Languages, Shandong University, Jinan, China
| | - Xiaojing Zhu
- School of Public Education, Shandong University of Arts, Jinan, China
| |
Collapse
|
12
|
Wang Y, Xia Q, Yue H, Yu R, Zhang W, Li J, Chen D, Xu P. The relationship between work-family conflict and job satisfaction for preschool teachers in rural China: a moderated mediation model. Front Public Health 2023; 11:1236713. [PMID: 38125845 PMCID: PMC10731268 DOI: 10.3389/fpubh.2023.1236713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023] Open
Abstract
Background Job satisfaction for preschool teachers in rural areas has an important impact on their professional development, physical and mental health, and the development of preschool education. However, few studies have explored the factors that influence rural preschool teachers' job satisfaction. Purpose This study aims to examine the influence of rural preschool teachers' work-family conflict on their job satisfaction, and the mediating effect of occupational identity, the moderating effect of social support. Method Participants included 3,065 rural preschool teachers from Zhejiang Province in mainland China. Teachers completed questionnaires on work-family conflict, occupational identity, job satisfaction, and social support. The correlation and moderated mediation analyses were conducted using SPSS PROCESS. Results (1) work-family conflict is associated with poorer job satisfaction in preschool teachers; (2) occupational identity mediates the relationship between work-family conflict and job satisfaction; and (3) a high level of social support alleviates the negative influence of work-family conflict on job satisfaction and promotes the positive effect of occupational identity on job satisfaction. Conclusion The study revealed the negative impact of work-family conflict on preschool teachers' job satisfaction, and the protecting effect of social support, which has important implications for improving teachers' future job satisfaction.
Collapse
Affiliation(s)
- Yingjie Wang
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Qianqian Xia
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Huilan Yue
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Ruiwei Yu
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Wengui Zhang
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Jing Li
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Dan Chen
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Pin Xu
- Teaching and Research Office, Shanghai Hongkou Institute of Education, Shanghai, China
| |
Collapse
|
13
|
Zhao N, Huo M, Van Den Noortgate W. Exploring burnout among preschool teachers in rural China: a job demands-resources model perspective. Front Psychol 2023; 14:1253774. [PMID: 37885751 PMCID: PMC10598671 DOI: 10.3389/fpsyg.2023.1253774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 09/25/2023] [Indexed: 10/28/2023] Open
Abstract
Rural preschool teachers are increasingly experiencing job burnout, which could lead to their intention to leave and negatively impact education quality. This research explored the prevalence of job burnout among preschool teachers in rural China. It further investigated the potential influence of job-related characteristics on their levels of burnout. This study surveyed 10,581 preschool teachers across 34 counties in 18 provinces in China, utilizing multilevel structural equation models to analyze the situation and factors influencing job burnout. The findings indicate that the situation regarding job burnout among preschool teachers is not encouraging, particularly in the western areas and independent public kindergartens. Job resources were found to be associated with a reduction in burnout, while job demands had the opposite effect. The findings also revealed that job demands served as a mediating variable between job resources and job burnout. Moreover, the results also showed that reduced job burnout among preschool teachers was related to teacher cooperation, decision making, kindergarten resources and salary. On the other hand, role commitments, business issues, and classroom management were associated with increased burnout among preschool teachers. Furthermore, the impact of demands and resources on burnout was found to be intensified by kindergarten variables. To address the issue of burnout, it is essential to recognize the diversity and heterogeneity of kindergartens and take specific measures to reduce work demands while providing adequate and specific resources. Attention should be given to diversity and integration to ensure a positive work environment that can effectively prevent job burnout among preschool teachers.
Collapse
Affiliation(s)
- Na Zhao
- China Institute of Rural Education Development, Northeast Normal University, Changchun, China
| | - Ming Huo
- China Institute of Rural Education Development, Northeast Normal University, Changchun, China
| | | |
Collapse
|
14
|
Li J, Xue E, He Y. Investigating the Effect of Cognitive-Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers' Job Burnout: A Meta-Analysis. Behav Sci (Basel) 2023; 13:803. [PMID: 37887453 PMCID: PMC10604072 DOI: 10.3390/bs13100803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 09/04/2023] [Accepted: 09/07/2023] [Indexed: 10/28/2023] Open
Abstract
Teachers are more likely to experience occupational burnout; intervention for their job burnout has been paid more and more attention by the academic community. However, there is not enough evidence to support the interventions' effect. This study adopts the meta-analysis method and makes a statistical analysis of the interventions' effect on teachers' job burnout based on 29 papers in the literature of randomized controlled experiments. It mainly presents the basic external characteristics of the research literature; besides, based on the results of software CMA.V3, this paper also analysed the overall intervention effect and the separate effect of four types of intervention, namely, cognitive-behavioral interventions (CBI), mindfulness-based interventions (MBI), professional training (PT), and emotional-based intervention (EBI). The results showed that CBI had the best effect, and mindfulness-based intervention had the second-best effect. Professional training also showed a good intervention effect, while the intervention effect of emotional-based intervention remains to be verified. In addition, it was found that only the effect of cognitive-behavioral intervention (CBI) was significant and had a strong effect (g = 0.876, 95% CI-1.06, 2.814, p < 0.05) when considering their effects on emotional exhaustion, while the other three interventions had no significant effect. The discussion section is provided last.
Collapse
Affiliation(s)
| | - Eryong Xue
- China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China; (J.L.)
| | | |
Collapse
|
15
|
He J, Iskhar S, Yang Y, Aisuluu M. Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being. Front Psychol 2023; 14:1241335. [PMID: 37818422 PMCID: PMC10561394 DOI: 10.3389/fpsyg.2023.1241335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/12/2023] Open
Abstract
Introduction This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. Methods The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. Discussion These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.
Collapse
Affiliation(s)
- Jianyu He
- School of Foreign Languages, Luoyang Normal University, Luoyang, Henan, China
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
| | - Shisir Iskhar
- National Academy of Sciences of the Kyrgyz Republic, Bishkek, Kyrgyzstan
| | - Yan Yang
- School of Foreign Languages, Luoyang Normal University, Luoyang, Henan, China
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
| | - Moldobaeva Aisuluu
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
| |
Collapse
|
16
|
Daches Cohen L, Gross JJ, Rubinsten O. Using Reappraisal to Improve Outcomes for STEM Teachers and Students. J Cogn 2023; 6:45. [PMID: 37577258 PMCID: PMC10418247 DOI: 10.5334/joc.313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 07/31/2023] [Indexed: 08/15/2023] Open
Abstract
The many stressors associated with teaching can take a toll, resulting in high levels of burnout among teachers and reduced motivation and academic performance among students. This is especially true in the context of science, technology, engineering, and mathematics (STEM) subjects. Despite the efficacy of emotion regulation interventions in pedagogical settings in general and in STEM teaching in particular, there is a lack of suitable interventions. We applied the process model of emotion regulation to STEM teaching and proposed a framework, STEM-Model of EmotioN regulation: Teachers' Opportunities and Responsibilities (STEM-MENTOR), to elucidate how the high demands of STEM teaching and contextual factors (e.g., culture, reforms, teacher-student interactions) may lead to intensified negative emotions and deficits in executive functioning and emotion regulation implementation. Teacher emotions, in turn, shape students' STEM-related achievements and epistemic emotions. Thus, teachers' emotion regulation skills have pervasive effects on teaching outcomes for both teachers and students. We illustrate how at each level of our framework, steps could be taken to improve teachers' emotional trajectory. Our proposed STEM-MENTOR framework has implications for theoretical understanding and may help to shape future interventions that focus on cognitive-emotional processes in STEM education.
Collapse
Affiliation(s)
- Lital Daches Cohen
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | | | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| |
Collapse
|
17
|
La Marca R, Schneider S, Jenni G, Kühne F, Holtforth MG, Wettstein A. Associations between stress, resources, and hair cortisol concentration in teachers. Psychoneuroendocrinology 2023; 154:106291. [PMID: 37196382 DOI: 10.1016/j.psyneuen.2023.106291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 04/04/2023] [Accepted: 05/10/2023] [Indexed: 05/19/2023]
Abstract
Challenging interactions are the main source of teacher' stress in the classroom. We investigated the association of chronic stress and characteristics of teacher-student interactions with teachers' Hair Cortisol Concentration (HCC). Forty-one teachers (27 women; Mage = 39.65 ± 12.14 years; Mlesson number = 23.15 ± 3.99 lessons per week; grade: elementary, secondary, high, and vocational school teachers) participated in the present study, with participation lasting over the length of one year. HCC was assessed from a 3 cm hair segment near the scalp. Self-reported chronic stress in the last three months was further assessed using the 'Trier Inventory for Chronic Stress' (TICS). Additionally, four consecutive, same-day lectures of each teacher were videotaped and coded offline in an event sampling procedure by trained external observers. The videos were analyzed for two stressors, i.e., classroom disruptions and total student aggression, as well as two resources, i.e., teacher-student relationship and classroom management. Overall, hair samples were collected M = 120.34 days (SD = 84.39) after the distribution of the questionnaires, and M = 67.63 days (SD = 18.40) prior to the observations. Lesson number, classroom disruptions, as well as total student aggression were all significantly positively correlated with HCC. In addition, both teacher-student relationship and classroom management were significantly negatively related to HCC. With regard to self-rated chronic stress, only the TICS subscale 'Pressure to perform' was positively related to HCC. Exploratory moderation analyses revealed that an increasingly good, observed teacher-student relationship buffered the positive association between lesson number and HCC. Our findings show significant associations between HCC and mainly objectively assessable stress, supporting HCC as a biological indicator of chronic stress. In this association, a good relationship between teachers and students acts as a buffer. While the findings underline the importance of examining objective and behavioral data for better understanding the psychobiology of stress, they also support the importance of boostering teachers' (social) resources to increase their overall resilience.
Collapse
Affiliation(s)
- Roberto La Marca
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland; Clinica Holistica Engiadina, Centre for Stress-Related Disorders, Susch, Switzerland; Clinical Psychology and Psychotherapy, Department of Psychology, University of Zurich, Zurich, Switzerland
| | - Sandra Schneider
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland; Clinical Psychology and Psychotherapy, Department of Psychology, University of Bern, Switzerland
| | - Gabriel Jenni
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland
| | - Fabienne Kühne
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland
| | - Martin Grosse Holtforth
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Bern, Switzerland; Psychosomatic Medicine, Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Switzerland
| | - Alexander Wettstein
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland.
| |
Collapse
|
18
|
Dehne M, Gröschner A. Utility-value change and the role of emotional cost in video-based learning: a matter of student teachers' interpretation of experience. Front Psychol 2023; 14:1166921. [PMID: 37564321 PMCID: PMC10411348 DOI: 10.3389/fpsyg.2023.1166921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 06/28/2023] [Indexed: 08/12/2023] Open
Abstract
Motivational and emotional characteristics influence teachers' reflections on video clips from their own teaching. However, utility values and the role of emotional cost have not been considered yet in video-based research in teacher education. In the present study, 102 student teachers were randomly assigned to an intervention group (IG) with video-based documentation of a lesson and systematic writing assignment or to a control group (CG) with protocol-based documentation of a lesson and writing assignment. Multigroup latent change score analysis indicated that IG participants, on average, showed a 0.52 SDs higher increase in utility values than the CG three months after the teaching practicum. Emotional cost was negatively related to baseline utility-value scores but predicted latent change scores positively after the writing assignment. The study adds to the current repertoire of video-based learning opportunities by providing a systematic writing assignment targeting student teachers' interpretation of experiences to leverage motivation.
Collapse
|
19
|
Ghasemi F, Herman KC, Reinke WM. A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program. ANXIETY, STRESS, AND COPING 2023; 36:533-541. [PMID: 35943958 DOI: 10.1080/10615806.2022.2103118] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 07/09/2022] [Accepted: 07/13/2022] [Indexed: 05/24/2023]
Abstract
BACKGROUND AND OBJECTIVES As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout. DESIGN This study comprised a randomized controlled trial (RCT) of a group-based cognitive-behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up. METHODS The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition. RESULTS The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up. CONCLUSIONS This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.
Collapse
Affiliation(s)
- Farshad Ghasemi
- University of Missouri, Missouri Prevention Science Institute, United States
| | - Keith C Herman
- University of Missouri, Missouri Prevention Science Institute, United States
| | - Wendy M Reinke
- University of Missouri, Missouri Prevention Science Institute, United States
| |
Collapse
|
20
|
Hammoudi Halat D, Soltani A, Dalli R, Alsarraj L, Malki A. Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review. J Clin Med 2023; 12:4425. [PMID: 37445459 DOI: 10.3390/jcm12134425] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2023] [Revised: 06/17/2023] [Accepted: 06/21/2023] [Indexed: 07/15/2023] Open
Abstract
In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.
Collapse
Affiliation(s)
- Dalal Hammoudi Halat
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Abderrezzaq Soltani
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Roua Dalli
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Lama Alsarraj
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Ahmed Malki
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| |
Collapse
|
21
|
Fabio RA, Mento C, Gangemi A, Picciotto G. ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1082. [PMID: 37371313 PMCID: PMC10297209 DOI: 10.3390/children10061082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 06/14/2023] [Accepted: 06/18/2023] [Indexed: 06/29/2023]
Abstract
Attention deficit hyperactivity disorder (ADHD) is a common neuropsychiatric disorder among school-age children, characterized by persistent behavioral patterns of inattention and/or hyperactivity/impulsivity. These behaviors can create stress for teachers and negatively affect teacher-student interactions. This study hypothesized that a high frequency of ADHD students in the classroom can increase internal and external entropy, ultimately resulting in a negative stress impact on teachers. The physical concept of entropy, which measures the degree of disorder in a system, was used to better understand this relationship. The study evaluated 177 primary school teachers in their response to interacting with students with ADHD, using the Measurement of Psychological Stress (MPS) to evaluate subjective stress levels and the QUEIs and QUEIp questionnaires to measure structural and personal entropy. Path analysis was applied to identify the factors associated with the total score of MPS. The hypothesis was confirmed, as the frequency of ADHD students had a negative impact on teachers' entropy levels and personal entropy was found to significantly increase stress levels. The study highlights the negative impact of ADHD symptoms on stress levels and personal entropy of teachers when interacting with students with ADHD. These findings suggest the need for interventions aimed at balancing the frequency of students with ADHD and promoting positive training on stress reduction for teacher-student interactions.
Collapse
Affiliation(s)
- Rosa Angela Fabio
- Department of Economics, University of Messina, 98122 Messina, Italy
| | - Carmela Mento
- Department of Biomedical and Dental Sciences and Morphological and Functional Images, University of Messina, 98122 Messina, Italy;
| | - Antonio Gangemi
- I.R.C.S.S. Bonino Puleio, 98100 Messina, Italy;
- Madonna della Consolazione Polyclinic Nursing Home, 89124 Reggio, Italy
| | - Giulia Picciotto
- Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy;
| |
Collapse
|
22
|
Nwoko JC, Emeto TI, Malau-Aduli AEO, Malau-Aduli BS. A Systematic Review of the Factors That Influence Teachers' Occupational Wellbeing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6070. [PMID: 37372657 PMCID: PMC10298565 DOI: 10.3390/ijerph20126070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 05/11/2023] [Accepted: 05/21/2023] [Indexed: 06/29/2023]
Abstract
Teachers belong to a high-demand occupational group and experience work-related challenges and discretely diverse emotional turmoils of varying intensity while teaching and interacting with students. These experiences often result in high stress levels that contribute to burnout and, consequently, a breach of teachers' occupational wellbeing. Promoting positive teacher wellbeing substantially influences teaching quality, with a flow-on effect on student wellbeing and academic development. This literature review utilised a framework to systematically explore the factors that impact the occupational wellbeing of kindergarten, primary, and secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced from various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, and PsycARTICLES) were utilized for this systematic review. Four major factors were identified, including personal capabilities, socioemotional competence, personal responses to work conditions, and professional relationships. Findings highlight the importance of teachers' occupational wellbeing in dealing with numerous challenges and competing demands, with the need for a high level of self-efficacy for instruction and behavioural management being critically significant. Teachers require adequate organisational support to successfully carry out their roles with stronger resilience and efficient job execution. Teachers also need to have social-emotional competence to be able to create a high-quality classroom environment and a conducive atmosphere that supports healthy teacher-student relationships, reduces stress and increases the occupational wellbeing of teachers. Collaborating with other relevant stakeholders such as parents, colleagues, and a school's leadership team is critical for creating a positive work environment. A good workplace has the potential to contribute to teachers' occupational wellbeing and provide a supportive platform for student learning and engagement. This review clearly points to the beneficial effects of prioritising teachers' occupational wellbeing and its intentional inclusion in the professional development plan of practising teachers. Finally, while primary school teachers and secondary school teachers share many similarities in terms of the challenges they face, there are also some differences in how these challenges impact their wellbeing, and these warrant further investigation.
Collapse
Affiliation(s)
- Joy C. Nwoko
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
| | - Theophilus I. Emeto
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, QLD 4811, Australia
| | - Aduli E. O. Malau-Aduli
- School of Environmental and Life Sciences, College of Engineering, Science and Environment, University of Newcastle, Newcastle, NSW 2308, Australia
| | - Bunmi S. Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Newcastle, NSW 2308, Australia
| |
Collapse
|
23
|
DeShazer MR, Owens JS, Himawan LK. Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress. SCHOOL MENTAL HEALTH 2023; 15:1-15. [PMID: 37359155 PMCID: PMC10191405 DOI: 10.1007/s12310-023-09586-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2023] [Indexed: 06/28/2023]
Abstract
Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. Aims of this study were to (1) assess the replicability of a previous finding that teachers rate their students with elevated ADHD symptoms to be more stressful to teach than students without these symptoms and (2) explore the extent to which key factors (i.e., overall work-related stress and student-teacher relationship quality) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed an online survey about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these symptoms (d = 1.52). Additionally, overall work-related stress and conflict in the student-teacher relationship exacerbated the relationship between student ADHD symptom severity and related teacher stress, whereas closeness in the student-teacher relationship mitigated this association. Implications of these findings and directions for future research are discussed.
Collapse
Affiliation(s)
- Madeline R. DeShazer
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
| | - Julie S. Owens
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
| | - Lina K. Himawan
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
| |
Collapse
|
24
|
Wettstein A, Jenni G, Schneider I, Kühne F, grosse Holtforth M, La Marca R. Predictors of Psychological Strain and Allostatic Load in Teachers: Examining the Long-Term Effects of Biopsychosocial Risk and Protective Factors Using a LASSO Regression Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5760. [PMID: 37239489 PMCID: PMC10218379 DOI: 10.3390/ijerph20105760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 04/28/2023] [Accepted: 05/04/2023] [Indexed: 05/28/2023]
Abstract
Teacher stress significantly challenges teachers' health, teaching quality, and students' motivation and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers' psychological strain and allostatic load over two years. The study included 42 teachers (28 female, Mage = 39.66, SD = 11.99) and three measurement time points: At baseline, we assessed teachers' (a) self-reports (i.e., on personality, coping styles, and psychological strain), (b) behavioral data (i.e., videotaped lessons), and (c) allostatic load (i.e., body mass index, blood pressure, and hair cortisol concentration). At 1- and 2-year follow-ups, psychological strain and allostatic load biomarkers were reassessed. Neuroticism and perceived student disruptions at baseline emerged as the most significant risk factors regarding teachers' psychological strain two years later, while a positive core self-evaluation was the most important protective factor. Perceived support from other teachers and the school administration as well as adaptive coping styles were protective factors against allostatic load after two years. The findings suggest that teachers' psychological strain and allostatic load do not primarily originate from objective classroom conditions but are attributable to teachers' idiosyncratic perception of this environment through the lens of personality and coping strategies.
Collapse
Affiliation(s)
- Alexander Wettstein
- Department of Research and Development, University of Teacher Education Bern, 3012 Bern, Switzerland
| | - Gabriel Jenni
- Department of Research and Development, University of Teacher Education Bern, 3012 Bern, Switzerland
| | - Ida Schneider
- Department of Research and Development, University of Teacher Education Bern, 3012 Bern, Switzerland
| | - Fabienne Kühne
- Department of Research and Development, University of Teacher Education Bern, 3012 Bern, Switzerland
| | - Martin grosse Holtforth
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Bern, 3012 Bern, Switzerland
- Psychosomatic Medicine, Department of Neurology, Inselspital, Bern University Hospital, 3010 Bern, Switzerland
| | - Roberto La Marca
- Department of Research and Development, University of Teacher Education Bern, 3012 Bern, Switzerland
- Clinica Holistica Engiadina, Centre for Stress-Related Disorders, 7542 Susch, Switzerland
- Clinical Psychology and Psychotherapy, Department of Psychology, University of Zurich, 8050 Zurich, Switzerland
| |
Collapse
|
25
|
Jennings PA, Min HH. Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout. Mindfulness (N Y) 2023:1-12. [PMID: 37362185 PMCID: PMC10078063 DOI: 10.1007/s12671-023-02115-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/20/2023] [Indexed: 06/28/2023]
Abstract
Objectives Teachers play a critical role in preparing our children and adolescents for a successful future. However, despite the large number of students impacted by trauma and adversity, teachers are often not well prepared to provide trauma-sensitive support. Furthermore, while working to support students exposed to trauma and adversity, teachers may experience empathy-based stress exacerbating already high levels of stress among them. This narrative review explores the issue of empathy-based stress within the context of the prosocial classroom model which proposes that teachers' social and emotional competence and well-being are key to their ability to create and maintain supportive learning environments critical to student academic and behavioral outcomes. Methods Recent findings in neuroscience and education research are applied to support teachers' development of these competencies. Results We propose that shifting from empathy-based stress to compassionate responding may be one such competency to help teachers' respond effectively to their students' needs while protecting their own wellbeing. Conclusion We review research that supports this proposition and explore implications for teacher professional learning, educational policy, and further research.
Collapse
Affiliation(s)
- Patricia A. Jennings
- School of Education and Human Development, University of Virginia, P.O. Box 400273, Charlottesville, VA 22904 USA
| | - Helen H. Min
- School of Education and Human Development, University of Virginia, P.O. Box 400273, Charlottesville, VA 22904 USA
| |
Collapse
|
26
|
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09721-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
|
27
|
Haldimann M, Morinaj J, Hascher T. The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4053. [PMID: 36901067 PMCID: PMC10001482 DOI: 10.3390/ijerph20054053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.
Collapse
Affiliation(s)
- Manuela Haldimann
- Institute of Professional Research and Competence Development, St. Gallen University of Teacher Education, 9000 St. Gallen, Switzerland
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
| | - Julia Morinaj
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
| | - Tina Hascher
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
| |
Collapse
|
28
|
Coelho GLDH, da Fonsêca PN, Vilar R, de Carvalho Mendes LA, Gouveia VV. How can human values influence work engagement among teachers? an exploratory study. TRENDS IN PSYCHOLOGY 2023. [PMCID: PMC9908304 DOI: 10.1007/s43076-023-00258-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
Human values provide essential insights into how personal characteristics can help build a more positive work environment within an educational context, impacting variables such as organizational commitment and satisfaction with university life. However, it is still unknown to what extent values can help to influence the teachers’ level of work engagement. That is, whether specific values can lead people to present a higher motivation at work. Therefore, we conducted one study (N = 345; Mage = 36.45, SDage = 10.33) to assess teachers’ associations between human values and work engagement. We used the Basic Values Survey and the Utrecht Work Engagement Scale. To evaluate the data, we checked the associations between the variables using Pearson’s correlations and whether human values could significantly predict work engagement using hierarchical regressions. Our results showed that all values significantly correlate to the work engagement dimensions. However, only interactive values (e.g., affectivity, belonging, support), characterized by the motivation to develop and maintain relationships with others, significantly predicted work engagement. Such findings highlight the importance of an environment that allows the development and maintenance of relationships between teachers and their peers and students, favoring a more excellent state of mind towards their work and enhancing their motivation to do their job. We are confident that our research brings novelty to the literature on work engagement, providing the first assessment of human values’ impact on teachers’ motivation towards work.
Collapse
Affiliation(s)
| | | | - Roosevelt Vilar
- grid.444517.70000 0004 1763 5731Universitas Sebelas Maret, Surakarta, Indonesia
| | | | | |
Collapse
|
29
|
Relationship between Principals' Leadership Styles and Teachers' Behavior. Behav Sci (Basel) 2023; 13:bs13020111. [PMID: 36829339 PMCID: PMC9952770 DOI: 10.3390/bs13020111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 01/15/2023] [Accepted: 01/18/2023] [Indexed: 02/03/2023] Open
Abstract
An effective leader follows a style that helps maintain good relations with his staff. A school leader should use a style best suited to his teachers' behavior. This research investigates the association between four leadership styles (instructional, democratic, transformational, and laissez-faire) and teachers' behavior in Malaysia. This study applied a quantitative research method using a survey technique by administering questionnaires. Both descriptive and inferential statistics were used to analyze the data. Multiple regression and ANOVA were used to study the strength of the relationship between variables. The research found average care of the principals towards teachers' emotional behavior. Democratic leadership style showed significant relationships that explain 28.5% of the variation in the emotional behavior of the teachers. Leaders with a democratic leadership style were more aware of and responded positively to teachers' psychometric behavior. School principals with transformational leadership styles responded positively to teachers' pro-social behavior, although the relationship was weak. These results indicate that a democratic leadership style addresses the issues of teachers' emotional behavior, while instructional leadership, which is the most perceived leadership style, does not. The result of this study can guide Malaysian school principals in choosing the appropriate leadership style best suited to teachers' behavior.
Collapse
|
30
|
Zhou D, Liu S, Zhou H, Liu J, Ma Y. The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders. Front Psychol 2023; 14:1097094. [PMID: 36777196 PMCID: PMC9909438 DOI: 10.3389/fpsyg.2023.1097094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Accepted: 01/11/2023] [Indexed: 01/27/2023] Open
Abstract
This study compared the teacher-student relationship, subjective well-being, and academic achievement between fourth graders and eighth graders, and examined whether and how subjective well-being played a mediating role concerning teacher-student relationship and academic achievement across the two grades. The participants included 19,845 fourth graders and 11,691 eighth graders from a city in central China. The findings indicated that (1) compared with eighth graders, fourth graders reported significantly higher mean scores in the teacher-student relationship, subjective well-being, and academic achievements; (2) a positive teacher-student relationship can promote students' academic achievement both directly and indirectly through subjective well-being across the two groups; (3) The mediating effect of subjective well-being accounted for 42.8% of the total effects between teacher-student relationship and academic achievement for fourth graders, which was higher than that for eighth graders (22.7%). Limitations and future directions are elaborated.
Collapse
Affiliation(s)
- Da Zhou
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Shuting Liu
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Hao Zhou
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jian Liu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yue Ma
- School of Education, Shanghai Jiao Tong University, Shanghai, China,*Correspondence: Yue Ma,
| |
Collapse
|
31
|
Macovei CM, Bumbuc Ș, Martinescu-Bădălan F. Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing. Front Psychol 2023; 13:1106892. [PMID: 36687815 PMCID: PMC9849882 DOI: 10.3389/fpsyg.2022.1106892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 12/12/2022] [Indexed: 01/07/2023] Open
Abstract
The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers' work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers' performance.
Collapse
Affiliation(s)
- Crenguța Mihaela Macovei
- Department of Applied Social Sciences and Humanities, “Nicolae Bălcescu” Land Forces Academy, Sibiu, Romania
| | | | | |
Collapse
|
32
|
Sohail MM, Baghdady A, Choi J, Huynh HV, Whetten K, Proeschold-Bell RJ. Factors influencing teacher wellbeing and burnout in schools: A scoping review. Work 2023; 76:1317-1331. [PMID: 37393465 DOI: 10.3233/wor-220234] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/03/2023] Open
Abstract
BACKGROUND Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. OBJECTIVE The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. METHODS Applying appropriate search terms to relevant databases for the years 2016-2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. RESULTS The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. CONCLUSION Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing.
Collapse
Affiliation(s)
- Malik Muhammad Sohail
- Department of Sociology, The Center for Religion, Science and Social Wellbeing, University of Chakwal, Chakwal, Pakistan
| | - Ahmed Baghdady
- World Innovation Summit for Education (WISE), Qatar Foundation, Ar Rayyan, Qatar
| | - Jessica Choi
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Hy V Huynh
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Kathryn Whetten
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Rae Jean Proeschold-Bell
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| |
Collapse
|
33
|
Rivas A, Mooss A, Pontier CH, Romillo J, Muñoz E. The effect of Universal Teacher-Child Interaction Training on Hispanic teachers' sense of self-efficacy in early childhood education and care settings. INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY 2023; 17:12. [PMID: 37073285 PMCID: PMC10098237 DOI: 10.1186/s40723-023-00115-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 03/27/2023] [Indexed: 05/03/2023]
Abstract
Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children's socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher-Child Interaction Training-Universal (TCIT-U) targets teachers' skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers' sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2-5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers' sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.
Collapse
Affiliation(s)
| | - Angela Mooss
- Behavioral Science Research Institute, Miami, FL USA
| | | | - Jackie Romillo
- Early Childhood Development Citrus Health, Citrus Health Network Inc., Miami, FL USA
| | - Emma Muñoz
- Early Childhood Development Citrus Health, Citrus Health Network Inc., Miami, FL USA
| |
Collapse
|
34
|
White GW, Hatchimonji DR, Vaid E, Simmons CC, Yuan M, Wang A, Elias MJ. Mechanisms for change: A theoretical pathway for a school-wide social-emotional learning initiative in an urban middle school. Front Psychol 2023; 14:977680. [PMID: 36874876 PMCID: PMC9975162 DOI: 10.3389/fpsyg.2023.977680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 01/23/2023] [Indexed: 02/17/2023] Open
Abstract
Introduction Investment in academic instruction without complementary attention to the social-emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social-emotional learning environment impacting behavioral (discipline) outcomes. Methods We tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a pathway for targeted improvement. Results Path analysis for each year demonstrated excellent fit [Year 1: χ2 (19) = 76.16, CFI = 0.99, RMSEA = 0.05,TLI = 0.98; Year 2: χ2 (19) = 70.68, CFI = 0.99, RMSEA = 0.048, TLI = 0.98; Year 3: χ2 (19) = 66.59, CFI = 0.99, RMSEA = 0.05, TLI = 0.98] supporting the theoretical model for change. For each year the effect of the SEL Environment construct on discipline was significant, as was the effect of discipline on Academic Performance. Further, the indirect effect of SEL Environment on Academic Performance was significant across all years. Discussion The consistency of these relationships supports the proposed logic model as a potential mechanism for change and has the potential to guide interventions for whole school improvement.
Collapse
Affiliation(s)
- Gwyne W White
- Department of Psychology, Merrimack College, North Andover, MA, United States
| | - Danielle R Hatchimonji
- Center for Healthcare Delivery Science, Nemours Children's Hospital, Delaware, Wilmington, DE, United States
| | - Esha Vaid
- Department of Psychology, The Pennsylvania State University (PSU), University Park, PA, United States
| | | | - May Yuan
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Angela Wang
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Maurice J Elias
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| |
Collapse
|
35
|
Krtek A, Malinakova K, Rudnicka RK, Pesoutova M, Zovincova V, Meier Z, Tavel P, Trnka R. Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD. Int J Qual Stud Health Well-being 2022; 17:2088456. [PMID: 35711126 PMCID: PMC9225763 DOI: 10.1080/17482631.2022.2088456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers’ perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher’s beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher’s approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers’ well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers’ ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.
Collapse
Affiliation(s)
- Arnost Krtek
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Klara Malinakova
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Ruzena Krtkova Rudnicka
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Marketa Pesoutova
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Vendula Zovincova
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Zdenek Meier
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Peter Tavel
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
| | - Radek Trnka
- Sts Cyril and Methodius Faculty of Theology, Olomouc University Social Health Institute, Palacký University, Olomouc, Czech Republic
- The Department of Science and Research, Prague College of Psychosocial Studies, Prague, Czech Republic
| |
Collapse
|
36
|
Doz E, Cuder A, Caputi M, Pellizzoni S, Passolunghi MC. Distance learning environment: perspective of Italian primary and secondary teachers during COVID-19 pandemic. LEARNING ENVIRONMENTS RESEARCH 2022; 26:555-571. [PMID: 36590088 PMCID: PMC9793392 DOI: 10.1007/s10984-022-09451-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/12/2022] [Indexed: 05/25/2023]
Abstract
School closures because of the COVID-19 emergency forced a rapid transition to distance learning worldwide. In this study, we investigated teachers' experiences with distance learning during the first Italian lockdown. A sample of 270 primary and secondary teachers answered a semi-structured questionnaire administered between April and May 2020. Didactic modalities, students' and teachers' difficulties with distance learning, and teachers' feelings during school closure were investigated through open-ended questions. Content analysis indicated that most teachers adopted both synchronous and asynchronous modalities, which resembled the traditional classroom learning environment. Moreover, technological weaknesses (lack of proper digital equipment and poor digital skills) and lack of interactions appeared to be the main threats to the quality of distance learning. The implementation of distance learning in primary schools emerged as more challenging than in secondary education. Furthermore, most teachers experienced negative feelings during online teaching. However, 13% of the sample reported a sense of resilience and opportunity. Particularly, older teachers reported more resilience compared with younger teachers, indicating the importance of experience in managing stressful teaching events. Overall, findings suggest that-in this novel educational environment-teachers' role has changed significantly, placing strong emphasis on the ability to encourage communication, discussion, and contact with students. Future work should focus on how information and communications technology could sustain meaningful interactions between students and teachers, especially in primary education.
Collapse
Affiliation(s)
- Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Marcella Caputi
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | | |
Collapse
|
37
|
Alamos P, Corbin CM, Klotz M, Lowenstein AE, Downer JT, Brown JL. Bidirectional associations among teachers' burnout and classroom relational climate across an academic year. J Sch Psychol 2022; 95:43-57. [PMID: 36371124 DOI: 10.1016/j.jsp.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Revised: 06/16/2022] [Accepted: 09/26/2022] [Indexed: 11/06/2022]
Abstract
In the present study, we examined bidirectional associations between two components of teachers' burnout (personal accomplishment and emotional exhaustion) and classroom relational climate (closeness and conflict) across two time points within an academic year. Participants included 330 elementary school teachers (third and fourth grade) and 5081 students in a large, urban city in the northeastern United States. Students were primarily Hispanic/Latino (66%) or Black/African American (22%), and most were from low-income households. Forty-seven percent of teachers were White, 25% Black, and 31% identified as Hispanic/Latino. Two modeling approaches were used for preliminary detection of bidirectional relations among burnout and classroom relational climate. First, a crossed-lagged panel model showed a clear pattern from earlier relational climate to later burnout; closeness and conflict at Time 1 predicted personal accomplishment at Time 2, and conflict at Time 1 predicted emotional exhaustion at Time 2. No evidence was found for earlier burnout predicting later relational climate. Second, a set of latent change score models indicated that increases in closeness from Time 1 to Time 2 were associated with decreases in emotional exhaustion across the academic year. Together, findings provide preliminary evidence for associations from classroom relational climate to teacher burnout, but not the other way around. Implications of these findings for teachers and school psychologists are discussed.
Collapse
Affiliation(s)
- Pilar Alamos
- Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia.
| | - Catherine M Corbin
- School Mental Health Assessment Research and Training (SMART) Center, University of Washington
| | - Madeline Klotz
- Department of Human Development and Family Studies, Michigan State University
| | | | - Jason T Downer
- Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia
| | | |
Collapse
|
38
|
Yuan J, Zhang L, Weng S, Yin Y, Li C, Luo L. Validation of the Chinese version of the physical education teacher job satisfaction scale. Front Psychol 2022; 13:1040388. [DOI: 10.3389/fpsyg.2022.1040388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 11/11/2022] [Indexed: 12/03/2022] Open
Abstract
PurposeThe purpose of this study was to test the factor structure as well as the reliability of the Physical Education Teacher Job Satisfaction Scale (PETJSS).MethodThe scale’s structural validity, internal consistency and reliability were examined using CFA and Cronbach alpha. The predictive validity of the PETJSS was examined using Teacher Self-Efficacy (TSES-11) and the personal characteristics of the subjects.ResultThe three-factor structure of the PETJSS was confirmed. The PETJSS three-dimensional model had good internal consistency/reliability. The three dimensions of the PETJSS (colleague satisfaction, parent satisfaction and student behaviour satisfaction) explained 81.206% of the overall job satisfaction. Also, the PETJSS demonstrated the expected correlation with teachers’ self-efficacy, whilst the PETJSS test results were related to physical education teachers’ job titles.ConclusionThe PETJSS (Chinese version) can be considered as a valid and reliable method.
Collapse
|
39
|
Lazarides R, Watt HM, Richardson PW. Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
|
40
|
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09734-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractPerceived high study engagement relates to higher school achievement and has been found to promote social and emotional well-being as well. Social support for studying has typically been examined as a resource for study engagement. However, the interrelation between social support and study engagement is likely to be bidirectional: engaged students might be more willing to find and share social support in their studies. The students' emotions and attitudes toward studying (i.e., study engagement) may also influence the teachers’ and guardians’ tendency to provide support for that individual student’s studies. This study explores the bidirectional interrelations between perceived social support for studying and perceived study engagement using three-wave longitudinal survey data in which students are followed from the fourth to sixth grade collected in 2017, 2018, and 2019 (N = 2401). The data are analyzed using the random-intercept cross-lagged panel model (RI-CLPM). The results indicate that perceived study engagement is a stronger and more consistent predictor of later perceived social support from teachers and among peers than vice versa. Moreover, teacher support has a bidirectional interrelation with study engagement. Girls perceive more study engagement, teacher support, and peer support in the fourth and fifth grades when compared with boys.
Collapse
|
41
|
Zhang X, Li S, Wang S, Xu J. Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being. Front Public Health 2022; 10:978094. [PMID: 36311626 PMCID: PMC9614316 DOI: 10.3389/fpubh.2022.978094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 09/29/2022] [Indexed: 01/25/2023] Open
Abstract
Background Online education has been conducted widely in higher education in recent years. While online teaching brings many opportunities, it also poses numerous challenges and issues. This is especially true for college teachers, for whom teaching is considered to be a profession with a high level of burnout and anxiety. The large-scale application of online teaching methods has put teachers in an even more challenging context, which may lead to teaching anxiety affecting their mental health. In online teaching contexts, the question of what factors affect college teachers' online teaching anxiety is worth exploring to help reduce their online teaching anxiety so as to promote their work performance. In this study, therefore, we conducted a survey of college teachers to develop a model of job environment (job demands and job resources), subjective well-being, and online teaching anxiety, and to explore the influences of job environment and subjective well-being on their online teaching anxiety, as well as the mediating effects of subjective well-being between job environments and online teaching anxiety. Method Of the 1,060 college teachers who participated, 524 were male (49.4%) and 536 were female (50.6%). An online questionnaire was sent to the teachers in January, 2022. Online teaching anxiety, subjective well-being, and job environment scales were adapted and developed. Descriptive analysis, reliability and validity analysis, and structural equation modelling were used to analyse the collected data. Results The study model showed an adequate fit (χ2 = 440.983, RMSEA = 0.070, GFI = 0.942, AGFI = 0.914, NFI = 0.949, and CFI = 0.956), confirming the relationships of job demands and online teaching anxiety (β = 0.310, p < 0.001), job resources and online teaching anxiety (β = - 0.086, p < 0.01), job demands and subjective well-being (β = - 0.411, p < 0.001), job resources and subjective well-being (β = 0.204, p < 0.001), and subjective well-being and online teaching anxiety (β = - 0.435, p < 0.001). Meanwhile, the results also proved the effects of the mediating role of subjective well-being between job demands (95% CI = [- 0.138, - 0.225]), job resources (95% CI = [- 0.119, - 0.064]), and online teaching anxiety. The model accounted for 33.8% (f 2 = 0.401) of online teaching anxiety. Conclusion The results of this study indicated that it is important to reduce job demands and increase job resources to alleviate college teachers' online teaching anxiety to maintain good mental health; while maintaining a high level of college teachers' subjective well-being is also helpful for promoting their work performance. Furthermore, the indirect effects of job demands and job resources on online teaching anxiety mediated by college teachers' subjective well-being were also significant.
Collapse
Affiliation(s)
- Xu Zhang
- Faculty Development Center, Nanjing University of Posts and Telecommunications, Nanjing, China
| | - Suqi Li
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Shuwen Wang
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Jinlei Xu
- School of Education Science, Nanjing Normal University, Nanjing, China,*Correspondence: Jinlei Xu
| |
Collapse
|
42
|
Robinson CD. A Framework for Motivating Teacher-Student Relationships. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09706-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
|
43
|
Wang X. The relationship between flow experience and teaching well-being of university music teachers: The sequential mediating effect of work passion and work engagement. Front Psychol 2022; 13:989386. [PMID: 36225687 PMCID: PMC9548981 DOI: 10.3389/fpsyg.2022.989386] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 09/05/2022] [Indexed: 12/02/2022] Open
Abstract
Objective The purpose of this study was to investigate the relationship between work passion and work engagement among university music teachers in flow experience and teaching well-being. Methods Three hundred forty-three university music teachers were tested by using the Flow State Scale, Teacher Well-Being Scale, Work Passion Scale, and Work Engagement Scale. Results University music teachers’ flow experience can predict teaching well-being (β = 0.248, p < 0.001). University music teachers’ flow experience has an indirect impact on teaching well-being through work passion (β = 0.257, p = 0.005), and university music teachers’ flow experience has an indirect impact on teaching well-being through work engagement (β = 0.144, p = 0.018). In addition, work passion and work engagement play a chain-mediating role between university music teachers’ flow experience and teaching well-being (β = 0.134, p = 0.001). Conclusion Work passion and work engagement play a sequential mediating role between university music teachers’ flow experience and teaching well-being.
Collapse
|
44
|
Exploring teachers’ social goal orientations with the job demands-resources model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03570-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
45
|
Gast I, Neelen M, Delnoij L, Menten M, Mihai A, Grohnert T. Supporting the well-being of new university teachers through teacher professional development. Front Psychol 2022; 13:866000. [PMID: 35967696 PMCID: PMC9365983 DOI: 10.3389/fpsyg.2022.866000] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 07/12/2022] [Indexed: 11/13/2022] Open
Abstract
Over the last decades, changes within higher education have created increased pressure and uncertainty for academics, increasing their risk for cognitive, behavioral, physical, as well as psychological issues due to high job demands. Specifically, for new academics in teaching roles, their lack of knowledge and skills can contribute to a negative effect of these job demands on their well-being. This study therefore explored how teaching-related professional development programs can enhance new university teachers’ well-being, through semi-structured interviews with 10 university teachers participating in such a program at a mid-sized Dutch university. We pay special attention to the relationship between specific learning activities integrated in the program (such as learning communities, formal workshops, and reflecting) and various dimensions of the psychological model of well-being by Ryff and Keyes (such as self-acceptance, autonomy, environmental mastery, and positive relationships). Using co-occurrence analysis and content analysis, we found that different learning activities had distinct relationships with different well-being facets. For example, formal workshops were mainly related to environmental mastery, a purpose in life and personal growth, while reflecting seemed to be especially connected to teachers’ self-acceptance, and participating in a learning community was mainly related to positive relations with others and personal growth. Our findings have implications for research on teacher well-being as well as for the design of professional development programs for higher education teaching staff.
Collapse
|
46
|
Teacher Trainees’ Well-Being—The Role of Personal Resources. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148821. [PMID: 35886671 PMCID: PMC9315787 DOI: 10.3390/ijerph19148821] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 07/12/2022] [Accepted: 07/18/2022] [Indexed: 12/04/2022]
Abstract
Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.
Collapse
|
47
|
Inguscio BMS, Nicastri M, Giallini I, Greco A, Babiloni F, Cartocci G, Mancini P. School wellbeing and psychological characteristics of online learning in families of children with and without hearing loss during the Covid-19 pandemic. PSYCHOLOGY IN THE SCHOOLS 2022; 60:PITS22761. [PMID: 35942392 PMCID: PMC9350277 DOI: 10.1002/pits.22761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Revised: 04/13/2022] [Accepted: 06/06/2022] [Indexed: 11/25/2022]
Abstract
This study investigated the psychological characteristics of online learning on Italian students with and without hearing loss (HL) and on their parents, who were forced into isolation during the Covid-19 pandemic. An online survey collected information on socio-demographic data and opinions concerning online learning from 61 children (mean age 11; 25 males, 36 females), including 43 with HL and also from their parents; additionally, school wellbeing and anxiety were assessed. The results showed that, in both the student and parent groups, no significant effect of HL on school wellbeing and anxiety was found. Additionally, in parents, State Anxiety was significantly higher than Trait Anxiety, suggesting one possible impact of lockdown on psychological wellbeing. Differences due to HL were observed and discussed in correlation analyses. The Authors believe that this study is the first contribution to the psychological evaluation of the impact of online learning on families with hearing-impaired children, from the perspective of a successful, inclusive didactic.
Collapse
Affiliation(s)
| | - Maria Nicastri
- Department of Sense OrgansSapienza University of RomeRomeItaly
| | - Ilaria Giallini
- Department of Sense OrgansSapienza University of RomeRomeItaly
| | - Antonio Greco
- Department of Sense OrgansSapienza University of RomeRomeItaly
| | - Fabio Babiloni
- BrainSigns SrlLungotevere MichelangeloRomeItaly
- Department of Molecular MedicineSapienza University of RomeRomeItaly
- Department of Computer ScienceHangzhou Dianzi University, Xiasha Higher Education ZoneHangzhouChina
| | - Giulia Cartocci
- BrainSigns SrlLungotevere MichelangeloRomeItaly
- Department of Molecular MedicineSapienza University of RomeRomeItaly
| | | |
Collapse
|
48
|
A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09690-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractSchoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.
Collapse
|
49
|
Spilt JL, Verschueren K, Van Minderhout MBWM, Koomen HMY. Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice. J Child Psychol Psychiatry 2022; 63:724-733. [PMID: 35098529 DOI: 10.1111/jcpp.13573] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching.
Collapse
Affiliation(s)
- Jantine L Spilt
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Karine Verschueren
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | | | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
50
|
Teachers’ wellbeing, affects, and burnout during the pandemic in Chile. REVISTA DE PSICODIDÁCTICA (ENGLISH ED.) 2022. [PMCID: PMC9323206 DOI: 10.1016/j.psicoe.2022.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers' mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers' wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.
Collapse
|