PDF(Pubmed)
Abstract：
Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers\' mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO, CRD42021278549.
摘要：
尽管对教育中的心理健康和福祉的调查显示，在国际范围内呈指数级增长，主要关注学生，让教师福祉的概念相对被忽视。现有文献提供了许多不同的描述，一些学者甚至避免对该术语进行明确的定义。因此，在理解教师幸福作为一个独特的结构方面存在局限性和不一致之处。本研究的目的是三个方面：（1）评估现有研究在多大程度上反映了教师福利一词的多维性质，(2)确定教师福祉的整体建构是否合理，(3)评价所确定研究的方法学质量。根据PRISMA声明进行的系统审查适用于2016年至2021年之间发表的同行评审论文。在筛选了1676项研究之后，本文报告了从61篇概念化教师福祉文章的最终样本中得出的结果。研究是由他们的主要话语组织的，即消极/不足，积极/繁荣，和/或专业性。研究结果表明，教师福祉主要是通过专业方法概念化的（其中18项确定的研究仅采用这种观点）。这与以前的工作不完全一致，专注于压力和倦怠（消极/缺陷方法），同时探索教师的心理健康和福祉。更重要的是,只有6项研究将所有三种话语一起考虑。本文认为，忽略替代镜头会丢失重要信息，需要进一步关注，以全面解决教师的福祉。这种努力对于制定干预措施和策略至关重要，这些干预措施和策略不仅旨在提高教师的福祉，而且还旨在改善学生的成绩，最终,教育的整体质量。系统审查注册：https://www。crd.约克。AC.uk/prospro/display_record.php?ID=CRD42021278549PROSPERO,CRD42021278549。
