The DOI matches its Crossref record; 196 of the 199 references it cites were found in a registry or an index; none of the 131 sources its claims cite is checked for support yet.
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Open accessAbstract
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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Claims the paper makes
87 Not checked yet · 33 No basis given · 28 Own result · 19 Own interpretation · 12 Own method
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“No two studies used an identical set of variables.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3. What does empirical evidence suggest about the correlates and predictors of TWB?
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“About half of these studies addressed the well-being of teachers from various grades (n = 41).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
plainn = 41- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.1. Objective variables: general individual
What the sources say
hedged- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
plainn = 47- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Given that 19 different scales were applied, the heterogeneity within this group was high.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2. Categories of instruments.
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, 14 studies were intervention studies using either a quantitative (n = 13) or a mixed-methods design (n = 1).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.1. Research approach.
plainn = 14- Asserted: passes — The authors put it forward as true.
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None of the sources cited for this claim have been checked yet.
In the paper
“This might have owed to the fact that, with a few exceptions (e. g., Capone & Petrillo, 2018; de Klerk, Temane, & Nienaber, 2013;Kern et al., 2014;Thakur, Chandrasekaran, & Guddattu, 2018), prevalence rates were rarely explicitly evaluated and judged as high or low TWB according to a numeric definition of scores.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.2. What does empirical evidence suggest about the statement that TWB is at risk?
What the sources say
- Not checked yetcites Capone & Petrillo, 2018
- Not checked yetcites de Klerk, Temane, & Nienaber, 2013
- Not checked yetcites Kern et al., 2014 source
hedged- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > Abstract
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This review shows that theoretical approaches to and operationalizations of TWB can be characterized through a predominant general well-being approach.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2.1. Summary of TWB definitions and operationalizations.
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Regarding quantitative research, only 17 studies used scales that were dedicated to TWB with an explicit relation of items or scales to the tasks of the teaching profession, such as instruction, interaction with students and parents, collaboration with other teachers, or cooperation with the principal (e.g., Collie, Shapka, Perry, & Martin, 2015, 2016;Cook et al., 2017;Laine et al., 2018;Mankin,”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.1. Research approach.
What the sources say
plain- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 66
- The quote only partly states this claim. 2
- Probably not a substantial claim. 19
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only a minority of researchers grounded their studies in TWB in the teaching profession, or defined TWB as a specific manifestation of well-being.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.1. Definitions of TWB
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.2. What does empirical evidence suggest about the statement that TWB is at risk?
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results indicated that measurements of TWB are diverse, which may complicate any common understanding of TWB.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2.1. Summary of TWB definitions and operationalizations.
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“we were able to identify five different research fields (Table 2), and hence categorized the 98 studies accordingly”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.1. Definitions of TWB
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one. The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Indeed, the studies agreed on TWB as a multi-component construct, even though they differed concerning the specific components assessed.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 2.1. Research strategy
plain- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3. What does empirical evidence suggest about the correlates and predictors of TWB?
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
plainn = 68- Asserted: passes — The authors put it forward as true.
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In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2.1. Summary of TWB definitions and operationalizations.
What the sources say
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2. Categories of instruments.
plainn = 28- Asserted: passes — The authors put it forward as true.
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In the paper
“Özü et al. (2017) showed a small negative correlation for increasing age with TWB in Turkey, but not in the United States or Pakistan.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.1. Objective variables: general individual
What the sources say
- Not checked yetcites Özü et al., 2017
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“years of teaching did not necessarily seem relevant to TWB, as six out of 14 studies found no significant correlations”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.2. Objective variables: work-related individual
What the sources say
- Not checked yetcites Burns & Machin, 2013
- Not checked yetcites Collie & Martin, 2017a
- Not checked yetcites Soykan et al., 2019 source
hedged- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.1. Research approach.
plainn = 77- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, there was no overlap in the use of programs, and little overlap in the scales used to measure TWB.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2. Categories of instruments.
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Younger and unexperienced teachers as well as elementary teachers were found to be especially sensitive to student relations (Collie et al., 2016).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.6. Subjective variables: work-related contextual
What the sources say
- Not checked yetcites Collie et al., 2016 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“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”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
What the sources say
- Not checked yetcites McInerney, Ganotice, King, Morin, & Marsh, 2015
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.6. Subjective variables: work-related contextual
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“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)”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.4. Subjective variables: general individual
What the sources say
- Not checked yetcites Pretsch, Flunger, & Schmitt, 2012
- Not checked yetcites Capone & Petrillo, 2016
- Not checked yetcites Yin, Huang, & Lv, 2018 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
What the sources say
- Not checked yetcites Burns & Machin, 2013
- Not checked yetcites Hobson & Maxwell, 2017 source
- Not checked yetcites Lavy & Eshet, 2018
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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In the paper
“Hindering job demands were negatively related to TWB, whereas job demands perceived as challenging were in cases positively related to TWB (Peral & Geldenhuys, 2016).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
What the sources say
- Not checked yetcites Peral & Geldenhuys, 2016
plaincorrelational- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.6. Subjective variables: work-related contextual
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“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”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.4. Subjective variables: general individual
What the sources say
- Not checked yetcites Burns & Machin, 2013
- Not checked yetcites Wong & Zhang, 2014
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Eleven of the 15 programs/interventions were rather disconnected from the teachers' daily work with students, but addressed general issues related to TWB.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“they found only single, moderate positive effects on the TWB subdomains of self-fulfillment (d = 0.55) and relationship with parents (d = -0.74).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
What the sources say
- Not checked yetcites Talvio et al., 2013
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
What the sources say
- Not checked yetcites Fernandes et al., 2019 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“TWB was found to predict how students perceive interpersonal teacher behavior, which in turn predicted student well-being (Van Petegem, Aelterman, Rosseel, & Creemers, 2007)”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Van Petegem, Aelterman, Rosseel, & Creemers, 2007
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In most cases, teachers were encouraged to practice their new skills, for example by keeping a learning journal (Taylor, 2018) or completing additional exercises”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
What the sources say
- Not checked yetcites Taylor, 2018 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
What the sources say
- Not checked yetcites Cook et al., 2017 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7. Moderators and mediators
What the sources say
- Not checked yetcites Shoshani & Eldor, 2016
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
plainn = 8- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7. Moderators and mediators
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.4. What does empirical evidence suggest about the effectiveness of programs that aim to foster TWB?
What the sources say
- Not checked yetcites Rahm & Heise, 2019
- Not checked yetcites Talvio et al., 2013
- Not checked yetcites Tamilselvi & Thangarajathi, 2016
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Kern et al., 2014 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“One qualitative study highlighted the role of TWB for meaningful work (Brunzell et al., 2018), and another for quality teaching (Turner & Thielking, 2019).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Brunzell et al., 2018 source
- Not checked yetcites Turner & Thielking, 2019
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Competence negatively predicted TWB among younger teachers, but not among older teachers.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7. Moderators and mediators
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The applied E-journals varied between two and seven entries and repeated interviews were conducted three times (Hobson & Maxwell, 2017).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7.1. Summary of TWB correlates, predictors, and mediator variables.
What the sources say
- Not checked yetcites Hobson & Maxwell, 2017 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The reviewed studies' operationalizations of TWB are sufficiently comparable to synthesize findings across studies.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Collie et al., 2015 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the correlations identified are usually weak to moderate, and there is no clear pattern in the relationships.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The reviewed studies' operationalizations of TWB are sufficiently comparable to synthesize findings across studies.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“First, our review illustrates the significant heterogeneity in TWB approaches, which can be allocated to five main research fields.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 1.1. On well-being research and TWB
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“A good interrater-reliability of Cohens k = .86was found.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 2.1. Research strategy
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 1.2. Previous reviews
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The intervention programs and instruments used differed conceptualizations of TWB, calling into question the generalizability and the reliability of the findings attained.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2.1. Summary of TWB definitions and operationalizations.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Moreover, there is minimal theoretical work related to TWB that explicitly considers the characteristics of the teaching profession.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 1.1. On well-being research and TWB
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 1.1. On well-being research and TWB
What the sources say
- Not checked yetcites Acton & Glasgow, 2015
- Not checked yetcites Education Support, 2019
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It has to be noted, however, that most studies used general well-being scales, whereas more profession-specific analyses might have revealed different results.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.2. What does empirical evidence suggest about the statement that TWB is at risk?
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“As regards teaching, student misbehavior (Aloe, Shisler, Norris, Nickerson, & Rinker, 2014) or trust in principals (Berkovich, 2018) is one such characteristic.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.1. Research approach.
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, it has to be expected that the ambiguity of the construct of TWB has even amplified with increasing numbers of publications.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 1.2. Previous reviews
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 2. Methods
What the sources say
- Not checked yetcites Moher, Liberati, Tetzlaff, Altman, & The PRISMA Group, 2009 source
- Not checked yetcites Page et al., 2021
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > Abstract
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.6. Subjective variables: work-related contextual
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Objective as well as subjective aspects play a role, with a clearer and more pronounced pattern for subjective versus objective factors.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7.1. Summary of TWB correlates, predictors, and mediator variables.
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7.1. Summary of TWB correlates, predictors, and mediator variables.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Relevance and controllability have proven to be valuable for the categorization of emotions (e.g., Pekrun, 2006)”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Pekrun, 2006 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Not only the frequency but also the intensity and the importance of social interactions help characterize the teaching profession.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.2.2. The pronounced role of social relations
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As effect sizes are not systematically reported, it is difficult to generalize the findings of the quantitative studies.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, cultural bias may have narrowed the focus of the investigated variables.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“A second limitation relates to differences in the operationalization of TWB, as well as differences among school systems in the countries of investigation.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
What the sources say
- Not checked yetcites Cumming, 2017 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“As Klassen and Tze (2014) have shown, self-efficacy is related to TWB, as well as teaching performance.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
What the sources say
- Not checked yetcites Klassen and Tze (2014) source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.2.2. The pronounced role of social relations
What the sources say
- Not checked yetcites Ryan & Deci, 2000 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, the huge heterogeneity of approaches and diversity of studies call for a sound knowledge base on which future research and practice can capitalize.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.3. Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“However, research in the social sciences highly recommends multi-source approaches (Ham, Duyar, & Gumus, 2015) in order to improve the validity of the findings.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 5. Conclusion and future perspectives
What the sources say
- Not checked yetcites Ham, Duyar, & Gumus, 2015
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“different dimensions of TWB show different relationships with other constructs, and that TWB cannot be predicted by the same set of variables.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.2.2. The pronounced role of social relations
What the sources say
- Not checked yetcites Baumeister & Leary, 1995 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Given their crucial role in the profession, social interactions seem to be at the heart of TWB and are crucial in fostering it.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 4.2.2. The pronounced role of social relations
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the challenges faced by early career teachers may differ significantly from more experienced teachers, and this may affect their well-being differently as well.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.5. What does empirical evidence suggest about the outcomes of TWB?
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
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.”
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.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.5. Subjective variables: work-related individual
“Feelings of competence and teaching efficacy univocally showed positive correlations with TWB”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > Table 4a
“Feelings of competence and (teaching) efficacy 8 Positive 6 Kutsyuruba et al. (2019) Ambivalent 2 Collie et al. (2016)”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.2.1. Summary of TWB definitions and operationalizations.
“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).”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.3.7.1. Summary of TWB correlates, predictors, and mediator variables.
“the four studies that applied daily diaries (Aldrup et al., 2017;Lavy & Eshet, 2018;Simbula, 2010;Tadić Vujčić et al., 2017)”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3. Results
“and 15 studies were intervention studies.”
§ Teacher well-being: A systematic review of the research literature from the year 2000-2019 > 3.1.2.1. Research approach.
“Additionally, 14 studies were intervention studies using either a quantitative (n = 13) or a mixed-methods design (n = 1).”
Citations
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Metadata
- Authors
- Hascher, T., & Waber, J.
- Affiliations
- University of Bern (CH)
- Pädagogische Hochschule Bern (CH)
- Corresponding author
- Hascher, Tina
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2021-11
- Volume
- 34
- Pages
- 100411
- ISSN
- 1747-938X (ISSN-L)
- 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
- hybrid
- doi.org
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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.
A language model drew the claims from the paper on 2026-10-08, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-08 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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.
What counts as a claim ›How we measure confidence ›How we check this ›
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