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Cited by 680Occupational Health and BurnoutTeacher Professional Development and MotivationTeacher Education and Leadership Studies

Teacher well-being: A systematic review of the research literature from the year 2000–2019

Open access
Hascher, Tina, Waber, Jennifer·2021·Educational Research Review
DOI 10.1016/j.edurev.2021.100411
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Abstract

In recent years, teacher well-being has received increasing attention that has led to a plethora of empirical studies from various disciplines. The aim of this paper is to contribute to the clarification of the construct teacher well-being, add knowledge about the prevalence of teacher well-being and systematize predictors and outcomes of teacher well-being. A systematic review following the PRISMA-statement was applied to peer-reviewed papers published between the years 2000-2019 and a total of 98 studies were included in the final analysis. Heterogeneous approaches could be categorized into five distinct theoretical foundations. Empirical evidence did not confirm that teacher well-being is at risk. Among the variety of correlates and predictors of teacher well-being that could be categorized into general versus job-related categories on the individual or the contextual level, social relationships seem to play a pivotal role. Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.

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TL;DR

This PRISMA-based systematic review synthesized 98 peer-reviewed empirical studies on teacher well-being (TWB) published 2000–2019. It found heterogeneous definitions and operationalizations across five research fields, no empirical confirmation that TWB is generally at risk, a pivotal role for social relationships, and scarce evidence on TWB outcomes.

Key findings

  • Across 98 included studies, 74 used cross-sectional designs, 6 were longitudinal, 3 combined cross-sectional and longitudinal designs, and 15 were intervention studies; 77 were quantitative, 14 qualitative, and 7 mixed-methods. Studies came from over 40 countries and were categorized into five main research fields: well-being psychology (n = 29), positive psychology (n = 22), psychology of work and organization (n = 15), teacher well-being (n = 17), health research (n = 8), and “other” (n = 7).
  • Most TWB scores lay above a theoretical mean, leading the authors to conclude that most studies found medium to good levels of TWB reported by teachers; exceptions included low TWB, increased stress, or single burnout symptoms such as exhaustion. The review states that empirical evidence did not confirm that TWB is at risk.
  • Social relationships appeared pivotal among correlates/predictors: positive collegial relations, collegial support, or collaboration showed 21 positive relations; positive relationships with students showed 15 relations (14 positive, 1 ambivalent); support for quality teaching/supportive work environment showed 13 relations (12 positive, 1 ambivalent); support by principals/leadership showed 11 relations (10 positive, 1 ambivalent). Objective variables such as gender, age, and years of teaching were mostly small and heterogeneous.
  • Intervention effects were heterogeneous. Examples include Cheon et al. (2014) with effects between d = 0.91 and d = 1.61; Cook et al. (2017) with stress decline d = 0.99, teacher self-efficacy increase d = 0.99, and job satisfaction increase d = 1.24; Fernandes et al. (2019) with positive emotions η²p = .216, well-being η²p = .228, and negative emotions decrease η²p = .252; Talvio et al. (2013) with self-fulfillment d = 0.55 and relationship with parents d = −0.74. Only 8 studies investigated outcomes of TWB, and results suggest TWB influences teaching quality, though evidence is scarce.

Methods

  • Systematic review following PRISMA. Searches were conducted between July 2018 and May 2020 in ERIC, Scopus, PsycInfo, Science Direct, Sage Journals, and Taylor & Francis, limited to peer-reviewed English articles published 2000–2019. Search strings combined “teacher(s’) well-being,” “teaching and well-being,” “well-being of teachers,” and educator/well-being variants.
  • The search yielded 1,212 initial hits; after removing duplicates and adding synonym-search texts, 968 remained. Title/abstract screening and full-text eligibility assessment, plus 32 manually identified studies, resulted in 98 included studies. Interrater reliability for exclusion categorization was Cohen’s k = .86.
  • Data extraction used MAXQDA and recorded study characteristics, TWB theory/definition, research fields, design, approach, instruments, TWB scores, correlates/predictors, intervention programs, and outcomes. Predictors were categorized as objective versus subjective and as general individual, work-related individual, or work-related contextual.

Limitations

  • Stated in the paper: the review focused explicitly on TWB and excluded similar constructs such as resilience or mental health; differences in TWB operationalization and school systems require cautious comparison; English-only inclusion, database selection, citation probability bias, exclusion of gray literature, and cultural bias may have narrowed findings; effect sizes were not systematically reported; some publications likely drew on overlapping samples; and some included studies lacked key information such as exact sample descriptions.
  • Evident from the text: high heterogeneity in definitions, instruments, and results limits comparability; most studies were cross-sectional, preventing causal conclusions; intervention programs and scales had little overlap; samples were predominantly convenience (n = 68) or purposive (n = 10), with only 20 studies using probability or representative samples; and most findings relied on teachers’ own subjective reports from a single source.

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Registry

Crossref · 10.1016/j.edurev.2021.100411

Cites

196 of 196 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 131 cited sources checked · 0 supported · 0 flagged

  • Findingnone given

    No two studies used an identical set of variables.

    “No two studies used an identical set of variables.”
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  • Findingown data

    About half of the studies addressed the well-being of teachers from various grades (n = 41).

    “About half of these studies addressed the well-being of teachers from various grades (n = 41).”
    Quote in the paperNot a substantial claim
  • Findingcitation

    Differences in teacher well-being favoring either female or male teachers appear to be of minor practical significance.

    “differences in favor of either female teachers (e.g., Milfont et al., 2008) or male teachers (Liang et al., 2017) seem to be of minor practical significance.”
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    • cites Milfont et al., 2008 source

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    • cites Liang et al., 2017 source

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    School levels predominantly comprised secondary (n = 47) and primary/elementary (n = 45) education samples or subsamples.

    “School levels predominantly comprised secondary (n = 47) and primary/elementary (n = 45) education samples or subsamples, followed by high school education (n = 14), middle school education (n = 7), vocational education (n = 7), multi-grade schools (n = 7), pre-school or early childhood education (n = 5), comprehensive education (n = 2), and special education (n = 1).”
    Quote in the paperNot a substantial claim
  • Findingreasoning

    Given that 19 different scales were applied, the heterogeneity within this group was high.

    “Given that 19 different scales were applied, the heterogeneity within this group was high.”
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  • May combine two claims. 66
  • The quote only partly states this claim. 2
  • Classified as probably not a substantial claim. 19

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    Findingown data

    Only a minority of researchers grounded their studies in TWB in the teaching profession, or defined TWB as a specific manifestation of well-being.

    “Only a minority of researchers grounded their studies in TWB in the teaching profession, or defined TWB as a specific manifestation of well-being.”
    Quote in the paperSubstantial claim

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    Findingown data

    According to the review's findings, most study authors argued that TWB is generally at risk, stressing the high burden on the teaching profession, challenging societal demands, and pressure from political control systems.

    “According to our findings, most study authors argued that TWB is generally at risk, and stressed the high burden on the teaching profession, the increasingly challenging societal demands on teachers, and the pressure that comes from political control systems.”
    Quote in the paperSubstantial claim

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    Findingown data

    Measurements of TWB are diverse, which may complicate any common understanding of TWB.

    “The results indicated that measurements of TWB are diverse, which may complicate any common understanding of TWB.”
    Quote in the paperSubstantial claim

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    Findingown data

    Of the 98 studies, 74 applied a cross-sectional design (four culture-comparative), six investigated well-being longitudinally, three combined cross-sectional with longitudinal, and 15 were intervention studies.

    “Of the 98 studies examined, 74 studies applied a cross-sectional design (of which four were culture-comparative), six studies investigated well-being longitudinally, three studies combined a cross-sectional with a longitudinal design, and 15 studies were intervention studies.”
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    Findingown data

    The 98 studies were categorized into five research fields, including well-being psychology (n = 29), positive psychology (n = 22), and other (n = 7).

    “we were able to identify five different research fields (Table 2), and hence categorized the 98 studies accordingly”
    Quote in the paperNot a substantial claim

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    Findingreasoning

    The included studies agreed on TWB as a multi-component construct, even though they differed concerning the specific components assessed.

    “Indeed, the studies agreed on TWB as a multi-component construct, even though they differed concerning the specific components assessed.”
    Quote in the paperNot a substantial claim

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    Findingnone given

    A high level of heterogeneity characterizes not only the definition of TWB but also the results regarding the prevalence, predictors, and consequences of TWB.

    “A high level of heterogeneity does not only characterize the definition of TWB, but also the results regarding the prevalence, predictors, and consequences of TWB.”
    Quote in the paperSubstantial claim

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    Findingown data

    The studies were conducted in over 40 different countries and on all inhabited continents.

    “The studies were conducted in over 40 different countries and on all inhabited continents (e.g., Australia, Belgium, Canada, China, Germany, India, Israel, Norway, Russia, South Africa, Taiwan, the United Kingdom, the United States), and included teachers from different school levels and types.”
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    Findingown data

    Most studies used convenience sampling (n = 68) or purposive sampling (n = 10), and only 20 examined data from a probability or representative sample.

    “Most studies worked with either convenience sampling (n = 68) or purposive sampling (n = 10), and only 20 examined data from a probability or representative sample.”
    Quote in the paperNot a substantial claim

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    Findingcitation

    The great majority of studies measured TWB as a trait, while only four assessed it as a dynamic state using daily measures.

    “It also worth noting that the great majority of studies measured TWB as a trait, while only four assessed it as a dynamic state using daily measures (Aldrup et al., 2018;Lavy & Eshet, 2018;Simbula, 2010;Tadić Vujčić, Oerlemans, & Bakker, 2017).”
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    • cites Lavy & Eshet, 2018

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    Findingown data

    TWB was measured with an instrument that resulted in a single well-being score, either derived from a specific well-being scale (n = 13) or through merging different scales into an index (n = 15).

    “TWB was measured with an instrument that resulted in a single well-being score, either derived from a specific well-being scale (n = 13), or through merging different scales into an index (n = 15).”
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    Findingcitation

    Increasing age showed a small negative correlation with teacher well-being in Turkey, but not in the United States or Pakistan.

    “Özü et al. (2017) showed a small negative correlation for increasing age with TWB in Turkey, but not in the United States or Pakistan.”
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    • cites Özü et al., 2017

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    Findingcitation

    Years of teaching did not necessarily seem relevant to teacher well-being, as six out of 14 studies found no significant correlations.

    “years of teaching did not necessarily seem relevant to TWB, as six out of 14 studies found no significant correlations”
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    • cites Burns & Machin, 2013

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    • cites Collie & Martin, 2017a

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    • cites Soykan et al., 2019 source

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    Findingown data

    The majority of studies (n = 77) used quantitative instruments, whereas a minority applied either a qualitative (n = 14) or a mixed-methods design (n = 7).

    “The majority of studies (n = 77) used quantitative instruments, whereas a minority applied either a qualitative (n = 14) or a mixed-methods design (n = 7) (for details, see Table 6 in the Appendix).”
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    Findingown data

    There was no overlap in the use of programs, and little overlap in the scales used to measure TWB.

    “However, there was no overlap in the use of programs, and little overlap in the scales used to measure TWB.”
    Quote in the paperSubstantial claim

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    Findingcitation

    Teacher autonomous work motivation, explicit achievement and power motives, and success approach and seeking motivation profiles showed small to moderate positive correlations with teacher well-being.

    “teacher autonomous work motivation (Hobson & Maxwell, 2017), explicit achievement and power motives (Wagner et al., 2016), and so-called success approach and seeking motivation profiles (Collie & Martin, 2017b) showed small to moderate positive correlations with TWB.”
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    Findingcitation

    Younger and unexperienced teachers as well as elementary teachers were found to be especially sensitive to student relations.

    “Younger and unexperienced teachers as well as elementary teachers were found to be especially sensitive to student relations (Collie et al., 2016).”
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    • cites Collie et al., 2016 source

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    Findingcitation

    Other forms of commitment were also relevant to teacher well-being, and normative commitment was found to have specific high relevance.

    “other forms of commitment (e.g., affective, continuance or normative commitment; commitment to occupation or organization) were also relevant and among them, specific high relevance of normative commitment was found”
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    • cites McInerney, Ganotice, King, Morin, & Marsh, 2015

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    Findingcitation

    Role problems, stress, burnout related to students, and violence from students proved harmful to teacher well-being.

    “whereas role problems (Vazi et al., 2013), stress (Hung, Lin, & Yu, 2016), burnout related to students (Milfont et al., 2008) and violence from students proved to be harmful (Dzuka & Dalbert, 2007).”
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    Findingreasoning

    Positive evaluations of one's teaching situation were positively related to at least some aspects of teacher well-being, whereas negative evaluations were negatively correlated.

    “positive evaluations of one's teaching situation (e.g., feeling satisfied with the working conditions, feeling competent, or feeling committed to the school) were positively related to at least some aspects of TWB, whereas negative evaluations (e.g., feeling stressed or burdened, pressured or overworked) were negatively correlated.”
    Quote in the paperSubstantial claim

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    Findingcitation

    Moderate effects were found for resilience, life satisfaction, emotion regulation, and appraisal and coping strategies with teacher well-being.

    “Moderate effects were also found for resilience (e.g., Pretsch, Flunger, & Schmitt, 2012), life satisfaction (e.g., Capone & Petrillo, 2016), emotion regulation (e.g., Yin, Huang, & Lv, 2018), appraisal and coping strategies (e.g., Soykan et al., 2019)”
    Quote in the paperSubstantial claim0 of 3 sources checked
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    Findingcitation

    For workload or extra duties, one study found a clear negative relation to subjective well-being, three studies found weak negative correlations with teacher well-being, and four studies found no significant correlations.

    “one study found workload to be clearly negatively related to subjective well-being (Burns & Machin, 2013), three studies found weak negative correlations with TWB (e.g., Hobson & Maxwell, 2017), while four others found no significant correlations (e.g., Lavy & Eshet, 2018).”
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    • cites Burns & Machin, 2013

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    • cites Hobson & Maxwell, 2017 source

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    Hindering job demands were negatively related to teacher well-being, whereas job demands perceived as challenging were in cases positively related to teacher well-being.

    “Hindering job demands were negatively related to TWB, whereas job demands perceived as challenging were in cases positively related to TWB (Peral & Geldenhuys, 2016).”
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    • cites Peral & Geldenhuys, 2016

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    Support of an individual person and the existence of a supportive work environment are of considerable importance for teacher well-being.

    “The results indicated that the support of an individual person and the existence of a supportive work environment-represented through shared visions and values, school culture, organizational justice, or support for autonomy-are of considerable importance.”
    Quote in the paperSubstantial claim

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    Findingcitation

    Five studies investigating personality traits showed ambivalent moderate effects with teacher well-being, whereas neuroticism was negatively related to teacher well-being.

    “Five studies investigating personality traits (OCEAN model: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) showed ambivalent moderate effects with TWB, whereas neuroticism was negatively related to TWB”
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    • cites Burns & Machin, 2013

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    • cites Wong & Zhang, 2014

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    Findingnone given

    Eleven of the 15 programs or interventions were rather disconnected from teachers' daily work with students, but addressed general issues related to teacher well-being.

    “Eleven of the 15 programs/interventions were rather disconnected from the teachers' daily work with students, but addressed general issues related to TWB.”
    Quote in the paperSubstantial claim

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    Findingcitation

    Talvio et al. (2013) found only single, moderate positive effects on the teacher well-being subdomains of self-fulfillment (d = 0.55) and relationship with parents (d = -0.74).

    “they found only single, moderate positive effects on the TWB subdomains of self-fulfillment (d = 0.55) and relationship with parents (d = -0.74).”
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    Teacher well-being was shown to be relevant for teacher stress, teaching professional values, job satisfaction and social support, teacher negative affect, and burnout.

    “TWB was shown to be relevant for teacher stress (Renshaw et al., 2015;Vazi et al., 2013), teaching professional values, job satisfaction and social support (Tang et al., 2018), as well as for teacher negative affect (Vazi et al., 2013) and burnout (Renshaw et al., 2015).”
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    Findingcitation

    Fernandes et al. (2019) found that participants showed a significant increase in positive emotions (η2p = .216) and well-being (η2p = .228) as well as a significant decrease in negative emotions (η2p = .252).

    “the participants showed a significant increase in positive emotions (η 2 p = .216)and well-being (η 2 p = .228)as well as a significant decrease in negative emotions (η 2 p = .252).”
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    Teacher well-being was found to predict how students perceive interpersonal teacher behavior, which in turn predicted student well-being.

    “TWB was found to predict how students perceive interpersonal teacher behavior, which in turn predicted student well-being (Van Petegem, Aelterman, Rosseel, & Creemers, 2007)”
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    • cites Van Petegem, Aelterman, Rosseel, & Creemers, 2007

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    Findingcitation

    In most cases, teachers were encouraged to practice their new skills, for example by keeping a learning journal or completing additional exercises.

    “In most cases, teachers were encouraged to practice their new skills, for example by keeping a learning journal (Taylor, 2018) or completing additional exercises”
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    • cites Taylor, 2018 source

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    Findingcitation

    Cook et al. (2017) found that after the program the treatment group showed a significant decline in stress (d = 0.99) and significant increases in teacher self-efficacy (d = 0.99) and job satisfaction (d = 1.24) compared with a control group.

    “After the program, the treatment group showed a significant decline in stress (d = 0.99) and significant increases in teacher self-efficacy (d = 0.99) and job satisfaction (d = 1.24) in comparison to a control group.”
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    Findingcitation

    Job satisfaction mediated between teacher learning climate and teacher well-being, with a more pronounced effect on positive teacher well-being dimensions than negative dimensions.

    “Subjective work-related variables such as job satisfaction mediated between teacher learning climate and TWB (Shoshani & Eldor, 2016), with a more pronounced effect on positive TWB dimensions (life satisfaction, positive emotions) than negative dimensions (negative emotions).”
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    • cites Shoshani & Eldor, 2016

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    Findingown data

    Few studies investigated the role of teacher well-being for other variables (n = 8), and these studies predominantly applied cross-sectional designs.

    “Few studies investigated the role of TWB for other variables (n = 8), and it must be noted that these studies predominantly applied cross-sectional designs”
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    Findingcitation

    A correlation between relatedness with students and teacher well-being was found only among younger teachers, less experienced teachers, and elementary teachers, not for middle or secondary school teachers.

    “A correlation between relatedness with students and TWB was found only among younger teachers, less experienced teachers, and elementary teachers (i.e., not for middle or secondary school teachers).”
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    Findingcitation

    Programs for teachers varied from a one-day training course with booster sessions and home exercises or a four-day training course to a maximum of 10-week daily exercises, and one program was applied over an entire academic year.

    “The programs for teachers varied from a minimum of a one-day training course with two additional 2-h booster sessions and home exercises (Rahm & Heise, 2019) or a four-day training course (Talvio et al., 2013), to a maximum of 10-week daily exercises (Tamilselvi & Thangarajathi, 2016), and one program was applied over an entire academic year (Bradley et al., 2018).”
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    • cites Rahm & Heise, 2019

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    • cites Talvio et al., 2013

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    • cites Tamilselvi & Thangarajathi, 2016

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    Findingcitation

    The dimensions of accomplishment and meaning were positively correlated with health and life satisfaction, while work engagement and co-worker relations were positively related to job satisfaction and organizational commitment.

    “the dimensions of accomplishment and meaning were positively correlated with health and life satisfaction, while the dimensions of work engagement and co-worker relations were positively related to occupational areas such as job satisfaction and organizational commitment (Kern et al., 2014).”
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    • cites Kern et al., 2014 source

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    Findingcitation

    One qualitative study highlighted the role of teacher well-being for meaningful work, and another for quality teaching.

    “One qualitative study highlighted the role of TWB for meaningful work (Brunzell et al., 2018), and another for quality teaching (Turner & Thielking, 2019).”
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    • cites Turner & Thielking, 2019

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    Findingcitation

    Competence negatively predicted teacher well-being among younger teachers, but not among older teachers.

    “Competence negatively predicted TWB among younger teachers, but not among older teachers.”
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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    The applied E-journals varied between two and seven entries, and repeated interviews were conducted three times.

    “The applied E-journals varied between two and seven entries and repeated interviews were conducted three times (Hobson & Maxwell, 2017).”
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    • cites Hobson & Maxwell, 2017 source

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    Findingown data

    Most reviewed studies were carefully based on theoretical outlines and methodological standards, but they mainly relied on the participating teachers' subjective experiences and evaluations.

    “Third, our review shows that although most reviewed studies were carefully based on theoretical outlines and methodological standards, they mainly relied on the participating teachers' subjective experiences and evaluations.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The reviewed studies' operationalizations of TWB are sufficiently comparable to synthesize findings across studies.

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    Findingcitation

    Collie et al. (2015) found that teaching experience and age correlated with first-order organizational teacher well-being, but they found no significant correlations with higher order teacher well-being.

    “Collie et al. (2015) found that teaching experience and age correlated with first-order organizational TWB, but they found no significant correlations with higher order TWB.”
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    • cites Collie et al., 2015 source

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    Findingcitation

    Subjective professional competence is positively related to teacher well-being, whereas objective teaching experience is of limited exploratory power.

    “subjective professional competence is positively related to TWB (Aldrup et al., 2017;Collie et al., 2015;Wong & Zhang, 2014;Yıldırım, 2014), whereas objective teaching experience is of limited exploratory power.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Aldrup et al., 2017 source

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    • cites Collie et al., 2015 source

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    Findingreasoning

    The review has shown the added value of using mixed-methods approaches, especially for investigating person-context interaction and ensuring a multi-level perspective on TWB.

    “as our review has shown the added value of using such a strategy, especially when it comes to investigating person-context interaction and ensuring a multi-level perspective on TWB”
    Quote in the paperSubstantial claim

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    Findingown data

    The correlations identified are usually weak to moderate, and there is no clear pattern in the relationships.

    “the correlations identified are usually weak to moderate, and there is no clear pattern in the relationships.”
    Quote in the paperSubstantial claim

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    Findingown data

    Teacher well-being seems to be a psychological construct that is sensitive to many factors, because hardly any of the variables investigated in at least one of the included studies showed no association with it.

    “TWB seems to be a psychological construct that is sensitive to many factors, because hardly any of the variables investigated in at least one of the studies included in this review showed no association with it.”
    Quote in the paperSubstantial claim

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    Findingown data

    The samples in the reviewed studies were predominantly selective (convenience and purposive sampling) and, with very few exceptions, findings were attained from a single source, namely teachers' perspectives.

    “The samples were predominantly selective (i.e., selected through convenience and purposive sampling) and-with very few exceptions (e.g., Aldrup et al., 2017)-the findings were attained from a single source, namely teachers' perspectives.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The reviewed studies' operationalizations of TWB are sufficiently comparable to synthesize findings across studies.

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    Findingnone given

    Over the past 20 years, studies based on various conceptions of TWB from five different research fields used about 90 different instruments/scales and were conducted in over 40 different countries.

    “Over the past 20 years, studies based on various conceptions of TWB from five different research fields used about 90 different instruments/ scales and were conducted in over 40 different countries.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    The review illustrates significant heterogeneity in TWB approaches, which can be allocated to five main research fields.

    “First, our review illustrates the significant heterogeneity in TWB approaches, which can be allocated to five main research fields.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisereasoning

    There is little consensus about how well-being should be defined, which potentially hampers the development of a concise theory and precludes good practice using evidence-based knowledge.

    “Despite broad agreement that well-being should be conceptualized as a multidimensional construct, there is little consensus about how well-being should be defined, potentially hampering the development of a concise theory and precluding good practice using evidence-based knowledge.”
    Quote in the paperSubstantial claim

  • The quote only partly states this claim.

    Study design and conductown data

    A good interrater reliability of Cohen's k = .86 was found for the differentiation into eight exclusion categories.

    “A good interrater-reliability of Cohens k = .86was found.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Premisenone given

    Previous systematic reviews have not covered the continuous increase in articles on TWB during the past decade, meaning their findings are of limited relevance today.

    “For instance, systematic reviews have not covered the continuous increase in articles on TWB during the past decade, meaning that their findings are of limited relevance today.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    The intervention programs and instruments used differed in their conceptualizations of TWB, calling into question the generalizability and reliability of the findings attained.

    “The intervention programs and instruments used differed conceptualizations of TWB, calling into question the generalizability and the reliability of the findings attained.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    There is minimal theoretical work related to TWB that explicitly considers the characteristics of the teaching profession.

    “Moreover, there is minimal theoretical work related to TWB that explicitly considers the characteristics of the teaching profession.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    It has been argued that TWB is in danger, although there is a lack of studies about its prevalence.

    “Also, it has been argued that TWB is in danger (e.g., Acton & Glasgow, 2015; Education Support, 2019), although there is a lack of studies about its prevalence.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Acton & Glasgow, 2015

      Not checked in the free run.

    • cites Education Support, 2019

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationnone given

    Most studies used general well-being scales, whereas more profession-specific analyses might have revealed different results.

    “It has to be noted, however, that most studies used general well-being scales, whereas more profession-specific analyses might have revealed different results.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Student misbehavior or trust in principals is a specific characteristic of teaching relevant to professional well-being.

    “As regards teaching, student misbehavior (Aloe, Shisler, Norris, Nickerson, & Rinker, 2014) or trust in principals (Berkovich, 2018) is one such characteristic.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Aloe, Shisler, Norris, Nickerson, & Rinker, 2014 source

      Not checked in the free run.

    • cites Berkovich, 2018 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationreasoning

    The ambiguity of the construct of TWB has likely amplified with increasing numbers of publications.

    “Furthermore, it has to be expected that the ambiguity of the construct of TWB has even amplified with increasing numbers of publications.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The systematic review followed the PRISMA statement and checklist.

    “During the review process, we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher, Liberati, Tetzlaff, Altman, & The PRISMA Group, 2009) and checklist (Page et al., 2021).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Moher, Liberati, Tetzlaff, Altman, & The PRISMA Group, 2009 source

      Not checked in the free run.

    • cites Page et al., 2021

      Not checked in the free run.

  • May combine two claims.

    Interpretationnone given

    Results suggest that teacher well-being influences teaching quality, although empirical evidence regarding its outcomes is scarce.

    “Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The three main social groups in schools serve complementary functions for teacher well-being: principals provide supportive environments, teachers support each other and help with emotion regulation, and students give meaning and reward teachers' work.

    “It seems that the three main social groups serve complementary functions: Principals can provide positive and supportive working environments; teachers can support each other, work together, moderate stress and the demands of professional life, and help with emotion regulation; and students can give meaning to the teaching profession and reward teachers' work.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationnone given

    Objective and subjective aspects both play a role in teacher well-being, with a clearer and more pronounced pattern for subjective versus objective factors.

    “Objective as well as subjective aspects play a role, with a clearer and more pronounced pattern for subjective versus objective factors.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    For a range of variables, specifically subjective variables, reciprocal effects may exist between emotions, efficacy, perceived workload, or experiences of burden and teacher well-being.

    “For a range of variables-specifically subjective variables-reciprocal effects may exist, such as an interrelationship between emotions, efficacy, perceived workload, or experiences of burden on the one hand, and TWB on the other.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Relevance and controllability have proven valuable for the categorization of emotions.

    “Relevance and controllability have proven to be valuable for the categorization of emotions (e.g., Pekrun, 2006)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pekrun, 2006 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Excluding gray literature from the review may have caused certain (especially unexplainable and non-significant) results to be missed.

    “Furthermore, given that we excluded gray literature from our review, we may have missed certain (especially unexplainable and non-significant) results that could also contribute to an understanding of TWB.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Not only the frequency but also the intensity and the importance of social interactions help characterize the teaching profession.

    “Not only the frequency but also the intensity and the importance of social interactions help characterize the teaching profession.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    Effect sizes are not systematically reported in the reviewed studies, making it difficult to generalize the findings of the quantitative studies.

    “As effect sizes are not systematically reported, it is difficult to generalize the findings of the quantitative studies.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Study design and conductnone given

    Cultural bias may have narrowed the focus of the investigated variables in the review.

    “Additionally, cultural bias may have narrowed the focus of the investigated variables.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductreasoning

    A limitation of the review is differences in the operationalization of TWB and differences among school systems in the countries of investigation.

    “A second limitation relates to differences in the operationalization of TWB, as well as differences among school systems in the countries of investigation.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    The diversity of theoretical and empirical approaches and the existence of cultural differences lead to a significant degree of heterogeneity among empirical studies, and their results therefore merely coexist instead of being interrelated.

    “the diversity of theoretical and empirical approaches and the existence of cultural differences lead to a significant degree of heterogeneity among empirical studies, and their results therefore merely coexist, instead of being interrelated”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Cumming, 2017 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Self-efficacy is related to TWB as well as teaching performance.

    “As Klassen and Tze (2014) have shown, self-efficacy is related to TWB, as well as teaching performance.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Klassen and Tze (2014) source

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation

    The role of social relations in TWB can be understood through the social character of the teaching profession and points to the vital role of fulfilling teachers' basic need for social relatedness.

    “This result can be understood in the light of the social character of the teaching profession, and points to the vital role of the fulfillment of teachers' basic need for social relatedness (Ryan & Deci, 2000).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ryan & Deci, 2000 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The huge heterogeneity of approaches and diversity of studies call for a sound knowledge base on which future research and practice can capitalize.

    “However, the huge heterogeneity of approaches and diversity of studies call for a sound knowledge base on which future research and practice can capitalize.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Citation probability bias may have affected the review because some studies are more likely to be cited and were hence more likely to be found and included.

    “This may have been accompanied by citation probability bias, as some studies are more likely to be cited in other studies and were hence more likely to be found and included in our review.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The review focused explicitly on TWB and did not cover similar constructs such as resilience or mental health.

    “We focused our analyses explicitly on TWB and did not cover similar constructs such as resilience or mental health that may also contribute to a better understanding of well-being.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Research in the social sciences highly recommends multi-source approaches in order to improve the validity of findings.

    “However, research in the social sciences highly recommends multi-source approaches (Ham, Duyar, & Gumus, 2015) in order to improve the validity of the findings.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ham, Duyar, & Gumus, 2015

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Different dimensions of teacher well-being show different relationships with other constructs, and teacher well-being cannot be predicted by the same set of variables.

    “different dimensions of TWB show different relationships with other constructs, and that TWB cannot be predicted by the same set of variables.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Being related to and feeling understood by others has valuable significance for human motivation and well-being in general, and may be of particular importance for TWB.

    “Being related to and feeling understood by others has valuable significance for human motivation and well-being in general (e.g., Baumeister & Leary, 1995), and may be of particular importance for TWB.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Baumeister & Leary, 1995 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Social interactions seem to be at the heart of TWB and are crucial in fostering it.

    “Given their crucial role in the profession, social interactions seem to be at the heart of TWB and are crucial in fostering it.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    The challenges faced by early career teachers may differ significantly from those of more experienced teachers, and this may affect their well-being differently.

    “the challenges faced by early career teachers may differ significantly from more experienced teachers, and this may affect their well-being differently as well.”
    Quote in the paperNot a substantial claim
80 of 80

  • The paper relies on this without support.

    Peer-reviewed publication ensures the greatest possible scientific quality.

    “we selected peer-reviewed articles, in order to ensure the greatest possible scientific quality by ensuring that the articles had received external feedback.”

  • The paper relies on this without support.

    The search strategy and databases identified as much of the relevant literature as possible.

    “To find as much of the relevant literature as possible, between July 2018 and May 2020 we conducted a search of the following databases: the Education Resources Information Centre (ERIC); Scopus; PsycInfo; Science Direct; Sage Journals; and Taylor & Francis.”

  • The paper relies on this without support.

    Teacher well-being plays a role in teachers' lives.

    “Given the role that TWB plays in teachers' lives, it is important to investigate how it can be fostered.”

  • The paper relies on this without support.

    Teacher well-being can be fostered.

    “it is important to investigate how it can be fostered.”

  • The paper relies on this without support.

    Teacher well-being is a multidimensional construct.

    “Even the selection criteria regarding the multidimensionality of TWB do not sufficiently help narrow the scope of definitions”

  • The paper relies on this without support.

    Despite heterogeneity across studies, findings can be aggregated to identify generalizable factors.

    “Despite the vast heterogeneity of results, one factor that has some generalizable power is the role of social relations.”

  • The paper relies on this without support.

    The reviewed studies' operationalizations of TWB are sufficiently comparable to synthesize findings across studies.

    “Due to the narrow focus and differences within the database, the results should be compared and interpreted with caution, as measurement differences as well as cultural influences may exist.”
7 of 7

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Competence correlations are not uniformly positive

    Minor

    The text says competence and teaching efficacy uniformly showed positive correlations, whereas Table 4b classifies two of the eight studies as ambivalent.

  • The four daily-measure studies have inconsistent citations

    Minor

    Two passages identify four studies using daily measures or diaries, but one lists Aldrup et al. (2018) and the other lists Aldrup et al. (2017) alongside the same three remaining studies.

  • Intervention-study count changes from 15 to 14

    Minor

    The results and intervention section report 15 intervention studies, but the research-approach section reports 14.

3 of 3

Cites

Flagged first, then by citations

3 of the 199 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. Fernandez Puig, 2017, Assessment of teachers' wellbeing and work health in subsidised schools, Revista Complutense de Ecudacion, 28, 897
  2. Sasmoko, 2017, Am I a well being teacher? (A review of subjective wellbeing for elementary teachers), Man in India, 97, 293

Cited by

Sorted by citations

Related

Authors
Hascher, T., & Waber, J.
Affiliations
  • University of Bern (CH)
  • Pädagogische Hochschule Bern (CH)
Corresponding author
Hascher, Tina
ORCID
Venue
Educational Research Review
Publisher
Elsevier BV
Published
2021-11
Volume
34
Pages
100411
ISSN
1747-938X (ISSN-L)
DOI
10.1016/j.edurev.2021.100411
OpenAlex
W3211992861
Semantic Scholar
6569e6ab59ccca83cbeb670507c7bed212d3bf10
Cited by
680
References
199
Citations by year
2026: 217 · 2025: 185 · 2024: 135 · 2023: 98 · 2022: 45
FWCI
17.48
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Research Review (publishedVersion, cc-by-nc-nd)
  • Bern Open Repository and Information System (University of Bern) (submittedVersion, cc-by-nc-nd)
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
teacher well-being, interpersonal relationships, teaching quality, teacher stress

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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