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Cited by 102Psychological Well-being and Life SatisfactionOccupational Health and BurnoutStress and Burnout Research

Teacher wellbeing: Its effects on teaching practice and student learning

Open access
Turner, Kristina, Thielking, Monica·2020·Swinburne University of Technology
DOI 10.25916/5e4c8eeca2765
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Abstract

In recent years, there has been a considerable amount of research exploring teacher wellbeing levels. However, many of these studies have focused on ameliorating negative states of teacher wellbeing (McCallum, Price, & Graham, 2017). For example; teachers’ increased stress levels (Curry & O’Brien, 2012; Richards, 2012), teachers’ increasingly demanding workload (Buchanan et al., 2013; Yin, Huang, & Wang, 2016) and teacher burnout (Antoniou, Ploumpi, & Ntalla, 2013). In fact, compared to other professional occupations, teachers’ rate their wellbeing lower (Grenville-Cleave & Boniwell, 2012) and have one of the highest occupational rates of workplace mental stress claims in Australia (Safe Work Australia, 2013).Although few studies have examined teacher wellbeing from a positive perspective, high levels of teacher wellbeing have been shown to have significant positive effects across a number of domains. Whilst research is scarce in this area, Kern, Waters, Adler, and White (2014) evaluated the wellbeing levels of 153 Australian education staff in a single school of which 60% were teachers. They found that staff members who were doing well across multiple wellbeing domains, were also more committed to the school, and more satisfied with their health, life, and chosen occupation.At the same time, there has been a considerable rise in the application of positive psychology strategies in professional contexts to improve wellbeing. Leading researcher in positive psychology, Seligman…

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  • Qualitative methods were infrequently used-four studies used solely qualitative approaches, and two studies used mixed methods approaches.

    “Qualitative methods were infrequently used-four studies used solely qualitative approaches (Cigala et al., 2019;Sharrocks, 2014;Turner & Theilking, 2019;Wessels & Wood, 2019), and two studies used mixed methods approaches (Hayes et al., 2020;Hwang et al., 2019).”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Turner & Theilking, 2019

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Authors
Turner, K., & Thielking, M.
ORCID
Turner, Kristina
Venue
Swinburne University of Technology
Publisher
Swinburne University of Technology
Published
2020
Volume
29
Issue
3
Pages
938-960
DOI
10.25916/5e4c8eeca2765
OpenAlex
W2962295113
Cited by
102
References
0
Citations by year
2026: 2 · 2025: 16 · 2024: 28 · 2023: 21 · 2022: 16 · 2021: 16 · 2020: 3
FWCI
11.00
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Swinburne figshare (Swinburne University of Technology) (acceptedVersion, other-oa)
  • Swinburne figshare (Swinburne University of Technology) (acceptedVersion, cc-by-nd)
  • Figshare (submittedVersion)
  • Swinburne figshare (Swinburne University of Technology)
  • Issues in educational research (cc-by-nd)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
Keywords
teacher well-being, positive psychology, PERMA model, teaching practice, student learning, teacher perceptions, positive emotions, engagement, positive relationships, teacher stress, teacher burnout

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