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

Abstract

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.

How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy

“…Similarly, Holzberger et al [58] conducted a longitudinal follow-up survey, illustrating that instructional practices significantly predicted teachers' self-efficacy. Moreover, analyses using TALIS 2018 data confirmed the positive influence of instructional practices on teachers' self-efficacy, a trend observed across diverse cultural contexts, including Chinese, Canadian, Finnish, Japanese, and Singaporean settings [59]. In light of the literature analysis, this study posits Hypothesis 4: Hypothesis 4a.…”

How Distributed Leadership Affects Social and Emotional Competence in Adolescents: the Chain Mediating Role of Student-Centered Instructional Practices and Teacher

“…Similarly, Holzberger et al [54] conducted a longitudinal follow-up survey, illustrating that instructional practices significantly predicted teachers' self-efficacy. Moreover, analyses using TALIS 2018 data confirmed the positive influence of instructional practices on teachers' self-efficacy, a trend observed across diverse cultural contexts, including Chinese, Canadian, Finnish, Japanese, and Singaporean settings [55].…”

The Psychological Characteristics of People with High and Low Levels of Professional Well-Being

“…Some researchers claim that components of the quality of working life can vary depending on a profession (Bearfield, 2003). The study on the quality of working life and differences between the causes of dissatisfaction of representatives from different professional groups revealed that different groups had their own specific problems (Adriaenssens, De Gucht, & Maes, 2015;Kouhsari, Chen, & Baniasad, 2023;Dreer, 2021;Kang et al, 2020;Kouhsari, Chen & Baniasad, 2023;Kovalenko, Hryschuk, & Rohal, 2020;Voitenko, Myronets, Osodlo, Pozdnyshev, & Hordynia, 2022).…”

“…Currently, most proposed theoretical models have many limitations, primarily related to the narrow definitions of professional well-being due to differences in approaches to the study of this phenomenon (for example, subjective well-being in professional activity (Dreer, 2021;Dugan, Ubal & Scot, 2023;Pankovets, 2004;Pidbutska, 2014); job satisfaction ( Kouhsari, Chen & Baniasad, 2023;Spector, 1997); quality of working life (Manira et al, 2018;Sirgy, 2001;Ellis, 2002), professional well-being (Pakhol, 2018;Voitenko, Myronets, Osodlo, Pozdnyshev, & Hordynia, 2022;Van Horn, 2004;Warr, 2013;Schultz, 2009 and others) and insufficient psychometric reliability of the obtained data (nonreproducibility of most of authors' factor models).…”