International Journal of Environmental Research and Public Health

Research

Jump to: Review

22 pages, 855 KiB

Open AccessArticle

The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being

by Manuela Haldimann, Julia Morinaj and Tina Hascher

Int. J. Environ. Res. Public Health 2023, 20(5), 4053; https://doi.org/10.3390/ijerph20054053 - 24 Feb 2023

Cited by 4 | Viewed by 3463

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

12 pages, 927 KiB

Open AccessArticle

Destructive Leadership and Turnover Intention among Chinese Rural Kindergarten Teachers: The Mediation of Ego Depletion and the Moderation of Kindergarten Affiliation

by Can He, Jie Xiong, Yue Zhang, Haiyuan Dou and Jiahui Du

Int. J. Environ. Res. Public Health 2023, 20(3), 2030; https://doi.org/10.3390/ijerph20032030 - 22 Jan 2023

Cited by 3 | Viewed by 2343

Abstract

One of the main challenges to the growth of early childhood education in rural China is the high teacher turnover rates. This study investigated the association between destructive leadership and turnover intention, as well as the mediating function of ego depletion and the [...] Read more.

One of the main challenges to the growth of early childhood education in rural China is the high teacher turnover rates. This study investigated the association between destructive leadership and turnover intention, as well as the mediating function of ego depletion and the moderating role of kindergarten affiliation, based on social exchange theory and ego depletion theory. A total of 409 Chinese rural kindergarten teachers were selected to complete a questionnaire on destructive leadership, ego depletion, and turnover intention. The results revealed that destructive leadership, ego depletion, and turnover intention were positively correlated. After controlling for age, destructive leadership was a positive predictor of turnover intention. The mediation model test revealed that ego depletion acted as a mediator between destructive leadership and turnover intention. Moreover, kindergarten affiliation mitigated the impact of destructive leadership on ego depletion. This effect is more pronounced in public kindergarten teachers compared to private kindergarten teachers. This study adds to our knowledge of the contributing factors and functioning mechanisms underlining turnover intentions among rural kindergarten teachers. It also provides new perspectives for policymakers and administrators to address rural kindergarten teacher attrition. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

14 pages, 711 KiB

Open AccessArticle

Job Satisfaction Mediates the Relationship between Psychosocial and Organization Factors and Mental Well-Being in Schoolteachers

by Vincenza Capone, Mohsen Joshanloo and Miriam Sang-Ah Park

Int. J. Environ. Res. Public Health 2023, 20(1), 593; https://doi.org/10.3390/ijerph20010593 - 29 Dec 2022

Cited by 8 | Viewed by 3467

Abstract

The study aimed to explore the associations between the psychosocial and organizational factors, job satisfaction, and mental well-being of schoolteachers. A further aim was to examine whether job satisfaction mediated the relationship between these factors and mental well-being. A cross-sectional design was used [...] Read more.

The study aimed to explore the associations between the psychosocial and organizational factors, job satisfaction, and mental well-being of schoolteachers. A further aim was to examine whether job satisfaction mediated the relationship between these factors and mental well-being. A cross-sectional design was used to collect data using a self-reported questionnaire. Six hundred and nine schoolteachers were included in the final analyses. The relationships between the variables were tested in a path analysis model. The data fit the hypothesized model well. The results demonstrated that organizational justice, efficacy beliefs, and school climate were significantly associated with job satisfaction and that the relationships between these variables and mental well-being were mediated by job satisfaction. The findings have implications for programs targeted at promoting teachers’ well-being. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

18 pages, 1304 KiB

Open AccessArticle

Occupational Health of Education Personnel—The Role of Job Crafting and Other Control Strategies on Healthy Ageing at Work

by Min-Chien Tsai, Sy-Feng Wang, Nicola J. Gray and Didier Jourdan

Int. J. Environ. Res. Public Health 2022, 19(23), 15970; https://doi.org/10.3390/ijerph192315970 - 30 Nov 2022

Cited by 1 | Viewed by 2078

Abstract

This article looks at the strategies that influence healthy ageing at work from the motivational theory of life span development (MTD). It aims to better understand the influence of job crafting as a selective primary control, help-seeking as a compensatory primary control, positive [...] Read more.

This article looks at the strategies that influence healthy ageing at work from the motivational theory of life span development (MTD). It aims to better understand the influence of job crafting as a selective primary control, help-seeking as a compensatory primary control, positive reappraisal as a selective secondary control, and downward social comparison and downgrading expectation as a compensatory secondary control on healthy ageing at work (work engagement, health, and motivation to continue working after retirement). A total of 386 educational personnel participated in the study. This study used hierarchical regression analysis to test incremental validity, supplemented with confirmatory factor analysis and structural equation modelling as a solution to solve the potential error problems caused. The results show that job crafting is positively correlated with healthy ageing at work. Positive reappraisal and downward social comparison showed incremental validity in predicting healthy ageing at work beyond job crafting among the middle-aged group (45–65-years-old); in particular, positive reappraisal was the determinant of healthy ageing at work among the middle-aged group. However, both help-seeking and downgrading expectation did not show incremental validity. This study can contribute to the evolution of career development interventions and human resource management focused on supporting older people at work. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

16 pages, 681 KiB

Open AccessArticle

Psychosocial Context of OSH-Remote Work of Academic Teachers in the Perspective of Sustainable Development

by Joanna Sadłowska-Wrzesińska, Kamila Piosik and Żaneta Nejman

Int. J. Environ. Res. Public Health 2022, 19(22), 14783; https://doi.org/10.3390/ijerph192214783 - 10 Nov 2022

Viewed by 1926

Abstract

The purpose of the research paper is to analyse the factors affecting remote work in terms of the selected socio-economic criteria and to determine which elements contribute the most to the development of sustainable work. In addition, the study describes the issues of [...] Read more.

The purpose of the research paper is to analyse the factors affecting remote work in terms of the selected socio-economic criteria and to determine which elements contribute the most to the development of sustainable work. In addition, the study describes the issues of remote education at the academic level and the challenges faced by academic teachers during the COVID-19 pandemic. The whole is embedded in the issues of occupational health and safety, with particular emphasis on the psychosocial aspects of the occupational safety of academic teachers in Poland. In the research process, the TOPSIS multi-criteria analysis tool (technique for order of preference by similarity to ideal solution) was used, as well as AHP (analytical hierarchy process), as an auxiliary method. The use of these methods made it possible to select the most important variable and to determine the ranking of factors affecting the analysed problem. Findings: According to the conducted research, the most important factor affecting the safety of remote work—in relation to the selected sustainability criteria—is overwork/workload. An equally important element was stress during remote work, as well as the organization of time, with consideration to the balance between work and home duties. The research has shown that the selected aspects of remote work can have a significant impact on the achievement of sustainable development goals by a given organization, and in relation to individuals, on the quality of life and the sense of safety and health at work. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

12 pages, 1001 KiB

Open AccessArticle

How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition

by Binghai Sun, Hongteng Guo, Luyun Xu and Fujun Ding

Int. J. Environ. Res. Public Health 2022, 19(22), 14730; https://doi.org/10.3390/ijerph192214730 - 9 Nov 2022

Cited by 6 | Viewed by 2941

Abstract

Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, [...] Read more.

Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers’ psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers’ psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers’ psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers’ workplace well-being. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

18 pages, 347 KiB

Open AccessArticle

Qualitative Purpose Profiles of Chinese Student Teachers

by Fei Jiang, Timothy S. Reilly and Jenni Menon Mariano

Int. J. Environ. Res. Public Health 2022, 19(19), 12745; https://doi.org/10.3390/ijerph191912745 - 5 Oct 2022

Cited by 2 | Viewed by 1526

Abstract

Teachers are well positioned to help students cultivate their purpose in life, which is an asset that is associated with optimal development. Teachers must also have a grasp on their own sense of purpose, especially during times of intense social pressure and change, [...] Read more.

Teachers are well positioned to help students cultivate their purpose in life, which is an asset that is associated with optimal development. Teachers must also have a grasp on their own sense of purpose, especially during times of intense social pressure and change, when the capability to sustain and support worthy aims may impart personal resilience and contribute to the social good. To train educators who have this capability, it is therefore vital for teacher education programs to in turn understand their own students’ individualized purpose statuses. Using a qualitative person-centered approach, the current study identified purpose profiles of teacher education candidates in China as part of a larger multinational study. Three hundred and thirty-one participants wrote answers to questions about the content and fulfillment of their purpose in life, and statements were reliably coded for how specifically the respondents referenced their purpose, and for whether their purpose aimed to benefit others. A consensual qualitative research approach then identified four purpose profiles: beyond-the-self purpose, self-oriented life goal, daydreamer and purposeless. The meaning of these profiles and their significance for cultivating purpose among China’s teachers are discussed. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

15 pages, 779 KiB

Open AccessArticle

Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study

by Mélèa Saïd, Sofia Temam, Stephanie Alexander, Nathalie Billaudeau, Marie Zins, Sofiane Kab and Marie-Noël Vercambre

Int. J. Environ. Res. Public Health 2022, 19(18), 11724; https://doi.org/10.3390/ijerph191811724 - 17 Sep 2022

Cited by 3 | Viewed by 2594

Abstract

Teachers’ health is a key factor of any successful education system, but available data are conflicting. To evaluate to what extent teachers’ health could be at risk, we used pre-pandemic data from the CONSTANCES population-based French cohort (inclusion phase: 2012–2019) and compared teachers [...] Read more.

Teachers’ health is a key factor of any successful education system, but available data are conflicting. To evaluate to what extent teachers’ health could be at risk, we used pre-pandemic data from the CONSTANCES population-based French cohort (inclusion phase: 2012–2019) and compared teachers (n = 12,839) included in the cohort with a random subsample selected among all other employees (n = 32,837) on four self-reported health indicators: perceived general health, depressive symptoms (CES-D scale), functional limitations in the last six months, and persistent neck/back troubles (Nordic questionnaire). We further restricted our comparison group to the State employees (n = 3583), who share more occupational similarities with teachers. Lastly, we focused on teachers and evaluated how their health status might differ across teaching levels (primary, secondary, and higher education). As compared to non-teacher employees, and even after adjusting for important demographic, socioeconomic, lifestyle, and occupational confounders, teachers were less likely to report bad perceived health and depressive symptoms but were more likely to present functional limitations. Trends were similar in the analyses restricted to State employees. Within the teaching population, secondary school teachers were more likely to report depressive symptoms but less frequently declared persistent neck/back troubles than primary school teachers. Our descriptive cross-sectional study based on a probability sampling procedure (secondary use of CONSTANCES inclusion data) did not support the idea that teachers’ health in France was particularly at risk in the pre-pandemic period. Both cross-cultural and longitudinal studies are needed to further gain information on the topic of teachers’ health around the world and to monitor its evolution over time, particularly during crises impacting the education system such as the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

20 pages, 662 KiB

Open AccessArticle

Back to School: Italian Teachers’ Perceptions of the Impact of COVID-19 on Personal and Social Well-Being and Teaching Methods

by Annamaria Porru, Raffaele Dicataldo, Irene Leo, Maja Roch and Daniela Lucangeli

Int. J. Environ. Res. Public Health 2022, 19(18), 11652; https://doi.org/10.3390/ijerph191811652 - 15 Sep 2022

Cited by 3 | Viewed by 2300

Abstract

During the COVID-19 pandemic, continuous closing and reopening of schools may have had an impact on teachers’ perception of the risk of contracting SARS-CoV-2 and of the effectiveness of health measures introduced to limit the spread of the virus, with consequences on teaching [...] Read more.

During the COVID-19 pandemic, continuous closing and reopening of schools may have had an impact on teachers’ perception of the risk of contracting SARS-CoV-2 and of the effectiveness of health measures introduced to limit the spread of the virus, with consequences on teaching methods and relational bonds within schools. By means of an online survey, we measured: teachers’ stress, job-satisfaction, self-efficacy and emotions at work, risk-perception of contracting SARS-CoV-2, perception of effectiveness of health measures, teaching methods and social relationships. Participants were 2446 teachers (2142 women and 304 men) all engaged in the four educational stages. Most of the respondents were aged 50 or older (45%), followed by a group aged 41–50 (31%) and by a group aged <40 (24%). We used path analysis to test the impact that COVID-19 had, according to teachers, on teaching methods (Model 1) and social relationships (Model 2). In both models, teachers’ stress was positively directly associated with risk-perception of contracting SARS-CoV-2 (Model 1: β = 0.10; p < 0.001; Model 2: β = 0.09; p < 0.001). Additionally, we found an indirect path between teachers’ stress and risk-perception of contracting SARS-CoV-2 on the one hand, and perception of effectiveness of health measures on the other hand (Model 1: β = 0.02; p < 0.001; Model 2: β = 0.02; p < 0.001). These results suggest that, in emergencies, risk perception level, emotional regulation, and teachers’ stress levels were all key factors affecting teaching methods and relationship quality in schools. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

12 pages, 343 KiB

Open AccessArticle

The Well-Being of Primary School Teachers during COVID-19

by Hjordis Sigursteinsdottir and Gudbjorg Linda Rafnsdottir

Int. J. Environ. Res. Public Health 2022, 19(18), 11177; https://doi.org/10.3390/ijerph191811177 - 6 Sep 2022

Cited by 11 | Viewed by 2524

Abstract

This study examines the self-rated health and well-being of Icelandic teachers just before and over a year after COVID-19 first appeared. We ask, what was the stress level in 2021 compared to 2019 and the impact of mental and physical health and health [...] Read more.

This study examines the self-rated health and well-being of Icelandic teachers just before and over a year after COVID-19 first appeared. We ask, what was the stress level in 2021 compared to 2019 and the impact of mental and physical health and health symptoms on perceived stress? Were there any changes in self-assessed mental and physical health? Were there any changes in self-assessed mental and physical health symptoms? The study is based on an online survey conducted in 2019 and 2021. A total of 920 primary school teachers answered the questionnaire in part or in full, after three reminders. The main findings show increased stress, worsening mental and physical health, and increasing mental and physical symptoms in 2021 compared to 2019. The results also show a higher percentage of women than men reporting high stress, with women scoring higher on the PSS scale, but the gender patterns for mental and physical health are less clear. The results show that the COVID-19 pandemic had negative consequences on the health and well-being of the teachers. The study demonstrates the importance of school authorities keeping an exceptionally watchful eye on the welfare and well-being of teachers in the wake of the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

10 pages, 651 KiB

Open AccessArticle

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being

by Camilo Herrera, Javier Torres-Vallejos, Jonathan Martínez-Líbano, Andrés Rubio, Cristian Céspedes, Juan Carlos Oyanedel, Eduardo Acuña and Danae Pedraza

Int. J. Environ. Res. Public Health 2022, 19(17), 10963; https://doi.org/10.3390/ijerph191710963 - 2 Sep 2022

Cited by 7 | Viewed by 2516

Abstract

Trust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of [...] Read more.

Trust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of collective efficacy within organizations, in this case, schools. The purpose of this study was to analyze the effect of organizational justice on teachers’ subjective well-being, and how this is affected/mediated by collective efficacy. We worked with a sample of 693 teachers across Chile. Multiple mediation analysis was carried out, where the latent variables of the study were estimated (subjective well-being, organizational justice, and two dimensions of collective efficacy). The results indicate that there is full mediation of the collective efficacy dimensions between the predictor–criterion relationship. Our findings allow us to hypothesize that perceptions of collective efficacy are central to explaining well-being as an intrinsic factor. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

12 pages, 720 KiB

Open AccessArticle

How Work Stress Impacts Emotional Outcomes of Chinese College Teachers: The Moderated Mediating Effect of Stress Mindset and Resilience

by Tao Yu, Jiayuan Li, Lidong He and Xiaofu Pan

Int. J. Environ. Res. Public Health 2022, 19(17), 10932; https://doi.org/10.3390/ijerph191710932 - 1 Sep 2022

Cited by 12 | Viewed by 2915

Abstract

Based on the job demands-resources model and conservation of resource theory, this study investigated 456 Chinese college teachers’ work stress, stress mindset, resilience, emotional exhaustion, positive affect, and negative affect. The results of mediation analysis showed that resilience played a partial mediation role [...] Read more.

Based on the job demands-resources model and conservation of resource theory, this study investigated 456 Chinese college teachers’ work stress, stress mindset, resilience, emotional exhaustion, positive affect, and negative affect. The results of mediation analysis showed that resilience played a partial mediation role between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Moreover, the results of a moderated mediation analysis showed that stress mindset moderated the relationship between work stress and resilience, and moderated the mediating effect of resilience between work stress and emotional outcomes (emotional exhaustion, positive affect, and negative affect). Specifically, work stress had a significant negative predictive effect on resilience when stress mindset is low (β = −0.54, p < 0.001); work stress could also negatively predict resilience when the stress mindset is high (β = −0.47, p < 0.001), but its effect decreased, and stress mindset negatively moderated the path between work stress and resilience. Finally, we discussed theoretical implications, practical implications, limitations, and future directions. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

17 pages, 413 KiB

Open AccessArticle

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

by Sarah Susanne Lütke Lanfer, Ruth Pfeifer, Claas Lahmann and Alexander Wünsch

Int. J. Environ. Res. Public Health 2022, 19(15), 9708; https://doi.org/10.3390/ijerph19159708 - 6 Aug 2022

Cited by 7 | Viewed by 3259

Abstract

To improve the health status of teachers, there is a need for good and reliable instruments to continuously assess their mental health. The current study proposed the GHQ-12 questionnaire as an appropriate instrument for measuring the mental health of teachers. The GHQ-12 is [...] Read more.

To improve the health status of teachers, there is a need for good and reliable instruments to continuously assess their mental health. The current study proposed the GHQ-12 questionnaire as an appropriate instrument for measuring the mental health of teachers. The GHQ-12 is a well-established screening instrument that has mostly been applied in non-teaching samples. In the current study, the psychometric properties of the questionnaire were analyzed using a large sample of German teachers (N = 3996). The data was collected yearly over an extended period of time (2012–2020). Results showed good to very good reliability, as well as high correspondence to burnout and life satisfaction scales. Principal axis factor analysis supported a two-factor structure: Factor 1 represents “depression/stress” and Factor 2 represents “loss of confidence”. However, the mental health of the investigated teachers was worse than that of a representative sample in Germany. Consequently, this study highlighted the fact that the teaching profession is vulnerable to mental strain and underlined the importance of promoting prevention programs that could help to sustain and foster the mental health of teachers. In this context, the GHQ-12 could be proposed as a good and economic tool to assess and analyze mental health in German teachers. The presented norm could help practitioners and teachers to compare individual scores within a larger peer group. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

19 pages, 660 KiB

Open AccessArticle

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

by Alan Chi Keung Cheung, Daniel Tan Lei Shek, Anna Na Na Hui, Kim Hung Leung and Ruby Shui Ha Cheung

Int. J. Environ. Res. Public Health 2022, 19(15), 9433; https://doi.org/10.3390/ijerph19159433 - 1 Aug 2022

Cited by 1 | Viewed by 2384

Abstract

Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after [...] Read more.

Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers’ knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers’ knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

17 pages, 1331 KiB

Open AccessArticle

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

by Nathalie Billaudeau, Stephanie Alexander, Louise Magnard, Sofia Temam and Marie-Noël Vercambre

Int. J. Environ. Res. Public Health 2022, 19(15), 9151; https://doi.org/10.3390/ijerph19159151 - 27 Jul 2022

Cited by 21 | Viewed by 4122

Abstract

To highlight effective levers to promote teachers’ wellbeing worldwide, particularly during difficult times such as the COVID-19 pandemic, we investigated work-related factors associated with teacher wellbeing, across borders and cultures. In six countries/territories, we examined the factors that were most consistently and strongly [...] Read more.

To highlight effective levers to promote teachers’ wellbeing worldwide, particularly during difficult times such as the COVID-19 pandemic, we investigated work-related factors associated with teacher wellbeing, across borders and cultures. In six countries/territories, we examined the factors that were most consistently and strongly associated with two indicators of wellbeing at work: (i) job satisfaction; and (ii) work/life balance, and three indicators of general wellbeing: (i) subjective health; (ii) mental health; and (iii) life satisfaction. Between May and July 2021, after 18 months of the pandemic, 8000 teachers answered the first edition of the International Barometer of Education Personnel’s Health and Wellbeing (I-BEST): 3646 teachers from France, 2349 from Québec, 1268 from Belgium, 302 from Morocco, 222 from The Gambia, and 215 from Mexico. For each country/territory and each wellbeing indicator, we used a forward stepwise regression procedure to identify important determinants among a carefully selected set of 31 sociodemographic, private, and professional life factors. Aside from healthcare access, the factors most consistently and strongly associated with teacher wellbeing in France, Québec and Belgium (samples whose size were ≥1000) were related to the psychosocial and the organizational dimensions of work, namely: feeling of safety at school, autonomy at work, and the quality of relationships with superiors and quality of relationships with students. In the smaller samples of teachers from the three remaining countries (Morocco, The Gambia and Mexico), exploratory analyses showed that the feeling of safety and autonomy at work were, there too, consistently associated with wellbeing indicators. During the COVID-19 pandemic, the factors most consistently associated with teachers’ wellbeing across countries were related to security and autonomy at work, supporting the importance to consider these aspects in a continuous, structural way at school. Factors associated with teachers’ wellbeing in very different contexts require further cross-cultural study. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

14 pages, 718 KiB

Open AccessArticle

How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement

by Binghai Sun, Feng Zhu, Shuwei Lin, Jiayu Sun, Ying Wu and Weilong Xiao

Int. J. Environ. Res. Public Health 2022, 19(15), 9009; https://doi.org/10.3390/ijerph19159009 - 25 Jul 2022

Cited by 19 | Viewed by 3769

Abstract

(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship [...] Read more.

(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

15 pages, 1078 KiB

Open AccessArticle

Vocal Behavior of Teachers Reading with Raised Voice in a Noisy Environment

by Manfred Nusseck, Anna Immerz, Bernhard Richter and Louisa Traser

Int. J. Environ. Res. Public Health 2022, 19(15), 8929; https://doi.org/10.3390/ijerph19158929 - 22 Jul 2022

Cited by 12 | Viewed by 2674

Abstract

(1) Objective: Teaching is a particularly voice-demanding occupation. Voice training provided during teachers’ education is often insufficient and thus teachers are at risk of developing voice disorders. Vocal demands during teaching are not only characterized by speaking for long durations but also by [...] Read more.

(1) Objective: Teaching is a particularly voice-demanding occupation. Voice training provided during teachers’ education is often insufficient and thus teachers are at risk of developing voice disorders. Vocal demands during teaching are not only characterized by speaking for long durations but also by speaking in noisy environments. This provokes the so-called Lombard effect, which intuitively leads to an increase in voice intensity, pitch and phonation time in laboratory studies. However, this effect has not been thoroughly investigated in realistic teaching scenarios. (2) Methods: This study thus examined how 13 experienced, but vocally untrained, teachers behaved when reading in a noisy compared to quiet background environment. The quiet and noisy conditions were provided by a live audience either listening quietly or making noise by talking to each other. By using a portable voice accumulator, the fundamental frequency, sound pressure level of the voice and the noise as well as the phonation time were recorded in both conditions. (3) Results: The results showed that the teachers mainly responded according to the Lombard effect. In addition, analysis of phonation time revealed that they failed to increase inhalation time and appeared to lose articulation through the shortening of voiceless consonants in the noisy condition. (4) Conclusions: The teachers demonstrated vocally demanding behavior when speaking in the noisy condition, which can lead to vocal fatigue and cause dysphonia. The findings underline the necessity for specific voice training in teachers’ education, and the content of such training is discussed in light of the results. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

18 pages, 595 KiB

Open AccessArticle

Teacher Trainees’ Well-Being—The Role of Personal Resources

by Elena Hohensee and Kira Elena Weber

Int. J. Environ. Res. Public Health 2022, 19(14), 8821; https://doi.org/10.3390/ijerph19148821 - 20 Jul 2022

Cited by 3 | Viewed by 2397

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

36 pages, 10412 KiB

Open AccessArticle

A Bibliometric Analysis of Research Publications of the Bucharest University of Economic Studies in Time of Pandemics: Implications for Teachers’ Professional Publishing Activity

by Adriana Ana Maria Davidescu, Margareta-Stela Florescu, Liviu Cosmin Mosora, Mihaela Hrisanta Mosora and Eduard Mihai Manta

Int. J. Environ. Res. Public Health 2022, 19(14), 8779; https://doi.org/10.3390/ijerph19148779 - 19 Jul 2022

Cited by 2 | Viewed by 1940

Abstract

The epidemic has forced the academic world, regardless of nation of origin, to unify to find a response to the economic and social difficulties we confront as quickly as possible. This paper investigates how academic performance in terms of scientific publications, especially during [...] Read more.

The epidemic has forced the academic world, regardless of nation of origin, to unify to find a response to the economic and social difficulties we confront as quickly as possible. This paper investigates how academic performance in terms of scientific publications, especially during the pandemic period, may constitute the premises for boosting professional well-being. The analysis focuses on the researchers and professors of the Bucharest Academy of Economic Studies, analysing in a comparative way the academic performance during the pandemic as a fundamental side of their professional career. To do that, two samples of scientific publications collected between January 2020 and December 2021 were investigated. The first sample comprised 1411 documents indexed in the WoS database, while the second one was formed by 876 documents indexed in the Scopus database. All samples were published during the pandemic and have the university’s affiliation. The empirical findings indicated that the pandemic has created a boost in the number and quality of medical publications for the professors at the Bucharest University of Economic Studies. They created new multidisciplinary teams (economics and medicine), strengthening and widening national and international collaborations. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

12 pages, 364 KiB

Open AccessArticle

Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave

by Pablo A. Lizana and Lydia Lera

Int. J. Environ. Res. Public Health 2022, 19(10), 5968; https://doi.org/10.3390/ijerph19105968 - 14 May 2022

Cited by 37 | Viewed by 5412

Abstract

There is a strong background indicating that the teaching profession is one of the most stressful and that their mental health has deteriorated even further during the pandemic. However, there is a little background about the impact of the COVID-19 infection peaks and [...] Read more.

There is a strong background indicating that the teaching profession is one of the most stressful and that their mental health has deteriorated even further during the pandemic. However, there is a little background about the impact of the COVID-19 infection peaks and teachers’ mental health. To this end, 313 teachers were recruited. Via online questionnaires, an evaluation was performed on their depression, anxiety, and stress symptoms on the DASS-21 scale. Teachers’ sociodemographic and socio-personal data were also analyzed. A binary logistic regression was used to analyze the variables which could be associated with each of the symptoms. High rates of depression, anxiety, and stress symptoms were observed among teachers (67%, 73%, and 86%, respectively). Among teachers who were affected by the work–family balance (89%), there was also an increased risk of symptoms of anxiety (OR: 3.2) and stress (OR: 3.5). Depression symptom risk was higher among women (OR: 2.2), and teachers under 35 years old had a risk of presenting all three symptoms (depression OR: 2.2; anxiety OR: 4.0; stress OR 3.0). In contrast, teaching in private educational establishments was a protective factor for anxiety symptoms (OR: 0.3). The results suggest that the second COVID-19 wave profoundly affected teachers’ mental health. Urgent interventions are thus needed to aid teachers’ mental health. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

12 pages, 1566 KiB

Open AccessArticle

Perspectives and Factors Affecting the Preventive Behavior Pertinent to COVID-19 among School Employees in Chiang Mai, Thailand: A Cross-Sectional Study

by Pheerasak Assavanopakun, Tharntip Promkutkao, Suchat Promkutkeo and Wachiranun Sirikul

Int. J. Environ. Res. Public Health 2022, 19(9), 5662; https://doi.org/10.3390/ijerph19095662 - 6 May 2022

Cited by 2 | Viewed by 1858

Abstract

The school is one of the most challenging environments for management to prevent the spread of COVID-19 infection. School employees play important roles as the main practitioners of recommended preventive measures. Consistent application of preventive measures by school employees strengthens the school’s readiness [...] Read more.

The school is one of the most challenging environments for management to prevent the spread of COVID-19 infection. School employees play important roles as the main practitioners of recommended preventive measures. Consistent application of preventive measures by school employees strengthens the school’s readiness to reopen for on-site education. The study objectives are (1) to assess school employee agreement and actions in accordance with the preventive measures and recommendations for COVID-19 prevention and control, (2) to assess the readiness of the school and employees for on-site education, and (3) to determine factors associated with consistent performance of these measures. A cross-sectional study was conducted via an online survey from 5 November 2021 to 25 January 2022. Self-reported online questionnaires were used to collect school employees’ data. The readiness of schools for on-site education was assessed using 44 indicators from the practical guidelines by the Thai Department of Health. Of the 402 study participants, the majority of participants had agreed to all measures and recommendations for COVID-19 prevention and control in school. High levels of concern and disagreement in school re-opening (aOR 3.78, 95%CI 1.04 to 13.70; p = 0.043) were associated with higher consistent performance of the measures and recommendations for COVID-19 prevention and control in schools. Male teachers (aOR 0.43, 95%CI 0.23 to 0.80; p = 0.008) and any disagreement with these measures and recommendations (aOR 0.03, 95%CI 0.01 to 0.23; p < 0.001) were associated with lower consistent performance. Our study findings can inform the stakeholders to decide on the re-opening and supportive strategies. School employees, especially in male employees, must be supported from the relevant sectors to decrease disagreement to the measures and enhance awareness of the pandemic situation before the school re-opening. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

32 pages, 1544 KiB

Open AccessArticle

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

by Florica Ortan, Ciprian Simut and Ramona Simut

Int. J. Environ. Res. Public Health 2021, 18(23), 12763; https://doi.org/10.3390/ijerph182312763 - 3 Dec 2021

Cited by 71 | Viewed by 19253

Abstract

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: [...] Read more.

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

14 pages, 742 KiB

Open AccessArticle

The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing

by Stevie-Jae Hepburn, Annemaree Carroll and Louise McCuaig

Int. J. Environ. Res. Public Health 2021, 18(23), 12290; https://doi.org/10.3390/ijerph182312290 - 23 Nov 2021

Cited by 23 | Viewed by 6429

Abstract

It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: [...] Read more.

It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: The online survey participants (N = 257) were university students enrolled in initial teacher training. Self-report measures included the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS) and Personal Wellbeing Index (PWI). Results: PWI was negatively correlated with PSS (r = −0.550, p = .001), MAAS was negatively correlated with PSS (r = −0.567, p = .001) and positively correlated with PWI (r = 0.336, p = .001). The mean score for PSS (M = 20.61, SD = 6.62) was above the reported norm (14.2). Conclusions: The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

9 pages, 352 KiB

Open AccessArticle

Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

by Patricia Solís García, Rocío Lago Urbano and Sara Real Castelao

Int. J. Environ. Res. Public Health 2021, 18(21), 11259; https://doi.org/10.3390/ijerph182111259 - 27 Oct 2021

Cited by 27 | Viewed by 4115

Abstract

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support [...] Read more.

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

13 pages, 369 KiB

Open AccessFeature PaperArticle

Reopening of Schools in the COVID-19 Pandemic: The Quality of Life of Teachers While Coping with This New Challenge in the North of Spain

by Nahia Idoiaga Mondragon, Naiara Berasategi Sancho, Maria Dosil Santamaria and Naiara Ozamiz-Etxebarria

Int. J. Environ. Res. Public Health 2021, 18(15), 7791; https://doi.org/10.3390/ijerph18157791 - 22 Jul 2021

Cited by 17 | Viewed by 4395

Abstract

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the [...] Read more.

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.40). Main Outcome Measures: For this purpose, the Spanish version of the WHOQOL-BREF was used. Results: The highest values of perceived quality of life were found in the dimension of psychological health, followed by the dimension of physical health, the social relations dimension, and finally, the environmental dimensions. The results also revealed significant differences depending on gender, age, having a chronic illness, or living with someone who has a chronic illness, employment security, and educational sector. Conclusion: The study shows that it is important to attend to teachers’ health and quality of life, especially older teachers, those with a chronic illness, caregivers, those with job insecurity, and those who teach in preschool education. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

Review

Jump to: Research

19 pages, 2573 KiB

Open AccessReview

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

by Dongqing Yu, Junjun Chen, Xinlin Li and Zi Yan

Int. J. Environ. Res. Public Health 2022, 19(19), 12342; https://doi.org/10.3390/ijerph191912342 - 28 Sep 2022

Cited by 10 | Viewed by 3667

Abstract

This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number [...] Read more.

This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques. Full article

(This article belongs to the Special Issue Teachers' Well-Being at Work and Quality of Life)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Teachers' Well-Being at Work and Quality of Life

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (26 papers)

Research

Review

Further Information

Guidelines

MDPI Initiatives

Follow MDPI