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.

This article discusses findings from a recent survey (n = 297) of teachers\' views of both their own and their students\' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers\' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students\' wellbeing outcomes. Assessment design and teachers\' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.

Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations between perceived student behavioral and emotional engagement and disaffection and teacher well-being (i.e., job satisfaction and emotional exhaustion) by acknowledging their fluctuating nature and investigating the associations at both the between- and within-person levels. Specifically, we conducted a full-panel four-wave longitudinal study involving 1141 secondary school teachers and employed a random-intercept cross lagged panel modeling approach to analyze the data. At the between-person level, teachers who perceived their students as being more emotionally and behaviorally engaged, but less emotionally and behaviorally disaffected, tended to have higher levels of job satisfaction and lower levels of emotional exhaustion. At the within-person level, higher than usual levels of student emotional engagement were concurrently associated with higher than usual levels of job satisfaction and lower than usual levels of emotional exhaustion, whereas the associations concerning disaffection showed the opposite pattern. Regarding the longitudinal spill-over effects at the within-person level, behavioral and emotional engagement positively predicted job satisfaction whereas behavioral disaffection negatively predicted job satisfaction and positively predicted emotional exhaustion. Our results highlight the importance of student motivation for shaping teacher occupational well-being and indicate that efforts aimed at increasing student motivation could also be beneficial to teachers.

UNASSIGNED: This study delves into the intricate relationships among workload, perceived organizational support, work engagement, and psychological wellbeing within the context of 572 secondary school teachers in China.
UNASSIGNED: Utilizing structural equation modeling (SEM), this research rigorously examined construct validity and the intricate interrelationships among latent variables. The data were collected and analyzed to determine the associations between workload, perceived organizational support, work engagement, and psychological wellbeing.
UNASSIGNED: The findings unveiled compelling negative associations between workload and perceived organizational support, workload and work engagement, and workload and psychological wellbeing among the secondary school teachers. Conversely, positive correlations emerged between perceived organizational support, work engagement, and psychological wellbeing. The structural equation modeling analysis demonstrated strong fit indices, affirming robust alignment with the anticipated models.
UNASSIGNED: Mediation analyses further elucidated the significance of work engagement as a mediator in the relationships between workload and psychological wellbeing, as well as between perceived organizational support and psychological wellbeing. These results underscore the pivotal role of work engagement in shaping the impact of workload and organizational support on the psychological wellbeing of secondary school teachers in Chinese educational settings.

This study aims to investigate the wellbeing of Iranian English as Foreign Language (EFL) teachers across their career stages in terms of teaching experience. In this regard, the study categorized teachers into three groups based on their experience: novice, experienced, and highly experienced. Using a quantitative and cross-sectional survey design, this study employed a validated scale to measure psychological wellbeing, positive perception about self and life, goal setting and time management, and positive relationships among teachers. Using a convenience sampling procedure, 182 teachers participated in the study, representing varying age ranges, teaching experience, and employment status. The data was collected through an online survey within a month and underwent descriptive and inferential statistical analyses using SPSS software. The results revealed significant differences in the wellbeing of language teachers across experience groups. More specifically, novice teachers scored lower in various wellbeing dimensions than experienced and highly experienced teachers. These findings emphasize the importance of considering career stages when investigating teachers\' professional wellbeing. The findings also contribute to a deeper understanding of the relationship between teaching experience and wellbeing, with implications for supporting the EFL teachers\' wellbeing and informing educational policies and practices. The study results are discussed, and the related implications are provided for running professional development courses to enhance teachers\' wellbeing.

Teaching is a demanding profession and maintaining teacher wellbeing is significant in ensuring educational quality. However, teacher wellbeing is easily affected by educational reforms, and systematic research on this topic is still relatively rare. In China, with the enactment of the Double Reduction Policy in 2021, the job characteristics of primary and secondary school teachers have undergone various changes. Thus, the current study examined the new job characteristics that China\'s Double Reduction Policy imposed on the wellbeing of school teachers and their relationships with teachers\' inner world (i.e., emotional regulation and mindset). A cross-sectional study was carried out from June to October 2022 across China, employing self-reporting questionnaires for data collection and analysis. With a random sample of 902 teachers, we investigated the associations between teacher wellbeing, job characteristics, emotional regulation strategies, and mindset. The results indicated that teachers showed a lower level of wellbeing after the educational reform. Higher job resources contributed positively to predicting teacher wellbeing, while higher job demands contributed negatively. Genuinely expressing had positive impacts on teacher wellbeing while surface acting had negative impacts and deep acting none. Mindset was found to affect emotional regulation strategies and teacher wellbeing simultaneously. These findings shed light on how teachers can appropriately regulate emotions and maintain wellbeing in the wake of educational reforms.

UNASSIGNED: Teacher wellbeing is a growing area of research that has seen a steady increase in publications in recent years. The subsequent need to synthesize and structure this existing research has been articulated and addressed by a handful of systematic research reviews. However, no previous reviews have examined the potential outcomes of teacher wellbeing as a primary theme.
UNASSIGNED: Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, this review has identified and evaluated the studies investigating the possible outcomes of teacher wellbeing. A keyword search identified 397 records. After the records were screened, 44 research studies analyzing data from over 76,990 teachers were included in this in-depth analysis; the concepts, methods and findings of these studies were examined.
UNASSIGNED: The results of this review highlight the significant relationship of teacher wellbeing with several factors and desirable outcomes, including teachers\' sleep quality, teacher retention, teacher-student relationships, and student outcomes. However, only a few of the included studies employed methodologies that support causal interpretations of these effects. In light of the present findings, this paper offers three main recommendations to support future progress in this field.

UNASSIGNED: Psychological wellbeing is an essential indicator of early care and education (ECE) teachers\' positive practices across countries. Moreover, previous studies suggest that teachers\' wellbeing and practice may be indirectly associated via emotion regulation. However, teachers in various contexts demonstrate different patterns of psychological wellbeing, emotion regulation, and emotional responsiveness, and the ways these factors associate with each other also vary.
UNASSIGNED: The current study investigates whether the indirect associations between ECE teachers\' psychological wellbeing (i.e., emotional exhaustion, job-related competence, and personal stress) and their responsiveness toward children\'s emotions via emotion regulation (i.e., reappraisal and suppression) appear differently in two national contexts, the United States (US) and South Korea (SK). Multi-group path analysis was conducted to compare the mediation models between US teachers (n = 1,129) and SK teachers (n = 322).
UNASSIGNED: We found significant indirect associations among wellbeing, emotion regulation, and responsiveness in both countries. However, significant associations were more prominent among SK teachers, and the patterns of indirect associations had substantial cross-country differences. Furthermore, the roles of reappraisal and suppression emotion regulation found to be different among ECE teachers in SK and US.
UNASSIGNED: The cross-country variations in the associations among wellbeing, emotion regulation, and responsiveness suggest that differential policy efforts and intervention strategies are needed for ECE teachers in the US and SK.

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Teachers belong to a high-demand occupational group and experience work-related challenges and discretely diverse emotional turmoils of varying intensity while teaching and interacting with students. These experiences often result in high stress levels that contribute to burnout and, consequently, a breach of teachers\' occupational wellbeing. Promoting positive teacher wellbeing substantially influences teaching quality, with a flow-on effect on student wellbeing and academic development. This literature review utilised a framework to systematically explore the factors that impact the occupational wellbeing of kindergarten, primary, and secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced from various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, and PsycARTICLES) were utilized for this systematic review. Four major factors were identified, including personal capabilities, socioemotional competence, personal responses to work conditions, and professional relationships. Findings highlight the importance of teachers\' occupational wellbeing in dealing with numerous challenges and competing demands, with the need for a high level of self-efficacy for instruction and behavioural management being critically significant. Teachers require adequate organisational support to successfully carry out their roles with stronger resilience and efficient job execution. Teachers also need to have social-emotional competence to be able to create a high-quality classroom environment and a conducive atmosphere that supports healthy teacher-student relationships, reduces stress and increases the occupational wellbeing of teachers. Collaborating with other relevant stakeholders such as parents, colleagues, and a school\'s leadership team is critical for creating a positive work environment. A good workplace has the potential to contribute to teachers\' occupational wellbeing and provide a supportive platform for student learning and engagement. This review clearly points to the beneficial effects of prioritising teachers\' occupational wellbeing and its intentional inclusion in the professional development plan of practising teachers. Finally, while primary school teachers and secondary school teachers share many similarities in terms of the challenges they face, there are also some differences in how these challenges impact their wellbeing, and these warrant further investigation.