Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy

Liang, Wenyan; Song, Huan; Sun, Ran

doi:10.1080/03055698.2020.1755953

Cited by 23 publications

(15 citation statements)

References 52 publications

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“…Teachers’ professional practices consider different kinds of interactions among teachers (Jokic Zorkic and Jovanovic, 2020). The job resource model (Bakker and Demerouti, 2007) serves as a useful framework for studying the positive relationships between teachers’ professional practices and well-being (Liang et al, 2022). This model emphasizes that working conditions like job resources have been indicated effectively in stimulating personal engagement and development (Bakker and Demerouti, 2007) that are typical components of well-being (Liang et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.

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Section: Discussionmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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“…It also increases teachers' engagement, resilience, perception of their teaching value, self-efficacy, and ability to thrive within their [41][42][43][44][45][46]. Thus, a positive relationship exists between teachers' well-being and their efficacy in teaching [47][48][49].…”

Section: Work-related Stress Among Teachersmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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“…Due to the ravaging COVID-19, organisations need to review their health strategies [1], while [2] [3] advocates that employers should create an ideal working environment that helps work switch. Likewise, [4] confirmed the ripple effect of teachers' well-being on individuals and organisations. This study spotted a gap for further examination of well-being in the study of [5], as the authors suggest further study on interventions to improve teacher well-being.…”

Section: Introductionmentioning

confidence: 63%

The Imperative of Students and Teachers' Well-Being in Finnish University: A Bibliometric Approach

Olaleye¹,

Olaleye²

2022

ICERI2022 Proceedings

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The need for bibliometrics is growing globally, and it is a type of literature review that explores the role of individual researchers and research teams. Many education stakeholders focus on schools' role in fostering mental health as they investigate ways to improve school climate, safety, and student wellbeing. While most of this attention is focused on students' mental health requirements, it is necessary to investigate methods to assist teachers, and other learning facilitators who frequently endure significant stress levels. This bibliometric study investigates how academic authors in Finland in wellbeing research perceived positive emotion, engagement, relationship, meaning and accomplishment as the impactful factors of the theory of well-being. This study utilized Biblioshiny App for bibliometric data analysis with RStudio. This result shows the limited number of authors' activeness in well-being research and the need for more authors and studies in Finland. This bibliometric study contributes to the wellbeing literature by showing how the literature on well-being aligns with the PERMA theory and how wellbeing literature evolves and grows in Finland. This study explained the methodology, explored the results, and concluded with implications and future research.

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Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy

Cited by 23 publications

References 52 publications

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

The Imperative of Students and Teachers' Well-Being in Finnish University: A Bibliometric Approach

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