A Study on the Teaching Conflict Factors and Managements Plans of Special Education Teachers

The role of character strengths in teachers' mental health: Contributions of positive psychology

“…In other words, in this study, the virtues influenced the teacher's functioning more than their emotional state. Additionally, regression analysis indicated that theological virtue significantly predicted hedonic well-being, while interpersonal virtue did the same for eudaimonic well-being (Kim & Lim, 2016). The data revealed that the representative dimensions of well-being showed a positive and significant correlation with most character strengths.…”

“…In view of this, in addition to the search for more effective psychological interventions in the prevention and treatment of those who are mentally ill (Schmidt et al, 2020), there are questions in the academic environment to understand whether certain mental or behavioral traits of the individual can contribute to the prevention of mental disorders (Caetano et al, 2022;Chan, 2013;Kim & Lim, 2016). After all, as we have already discussed, in the process of mental illness, both external factors and internal characteristics of the subject influence their mental health (Ferreira-Costa & Pedro-Silva, 2018).…”

“…According to the authors, the love of learning should be strengthened as a value in teacher training, since this is apparently not a criterion for Slovenian university students to choose this career. Kim and Lim (2016) examined the relationships between virtues and well-being among special education teachers in Korea. To this end, 115 special education educators participated in the study, who responded to two instruments.…”

Reviewing the effect of teachers’ resilience and wellbeing on their foreign language teaching enjoyment

“…They found positive correlations between language teachers' wellbeing, agreeableness, conscientiousness, emotional stability and intelligence. Accordingly, teachers' positive traits such as theology, restraint and interpersonal virtues, as well as character strengths such as optimism and social responsibility, are positively correlated with TWB (Kim and Lim, 2016). Mattern and Bauer (2014) studied the relationship between selfmanagement and TWB.…”

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

“…Stress is a natural response to job demands such as workload and time pressures (Brunsting et al, 2014;Cancio et al, 2018;Platsidou & Agaliotis, 2008), whereas burnout has been described as the result of chronic stress, resulting in a state of physical and emotional exhaustion (Carroll et al, 2022;McDowell, 2017;Riley, 2014). There is a distinction in the literature between teacher stress, burnout and wellbeing where teacher wellbeing is conceptualised not as an absence of stress but rather the creation of an environment supportive of teachers' emotional and physical needs (Cancio et al, 2018;Hester et al, 2020;Kaynak, 2020;Kim & Lim, 2016;Platsidou & Agaliotis, 2017;Wessels & Wood, 2019). There has been much focus on SE teacher burnout and stress within educational research and how to best mitigate these factors to boost wellbeing (Brunsting et al, 2014;Cancio et al, 2018;Herman et al, 2023;Hester et al, 2020;Kiel et al, 2016), further perpetuating the myth of wellbeing as an absence of stress and burnout.…”