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Article
2025
Teacher well-being — a conceptual systematic review (2020–2023)
Teacher well-being — a conceptual systematic review (2020–2023)
Abstract
Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question ( What are the conceptual models of TWB that form the basis of studies? ) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB.
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Education Sciences, 15 (2025), 6, 766..
https://doi.org/10.3390/educsci15060766.
ISSN: 2227-7102
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English
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370 Education
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Sustainable Development Goals
BibTeX
@article{Kurrle2025,
doi = {10.3390/educsci15060766},
author = {Kurrle, Laura Maria and Warwas, Julia},
title = {Teacher Well-Being—A Conceptual Systematic Review (2020–2023)},
journal = {Education Sciences},
year = {2025},
volume = {15},
number = {6},
}