Teachers’ well-being

Viac, Carine; Fraser, Pablo

doi:10.1787/c36fc9d3-en

Cited by 61 publications

(15 citation statements)

References 54 publications

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“…Teachers' well-being is relevant to the effectiveness of the teaching-learning process (Lever et al, 2017). Working conditions, both at the system and school level, can have an impact on teachers' well-being (Viac and Fraser, 2020) and on students' performance (Roorda et al, 2011;López et al, 2017). 9 The school in Talca (Group 1) shows a School Vulnerability Index (SVI) (Herrera et al, 2017; https://www.junaeb.cl/ive; Turra et al, 2015;López et al, 2017) of 85%.…”

Section: Discussionmentioning

confidence: 99%

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Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations

et al. 2020

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BackgroundStudies and meta-analyses found individual, meso and micro-social factors that are associated with individual well-being, as well as a positive socio-emotional climate or collective well-being.AimThis article simultaneously studies and examines these factors of well-being.MethodWell-Being is measured as a dependent variable at the individual and collective level, as well as the predictors, in three cross-sectional and one longitudinal studies. Education and social intervention workers (N = 1300, K = 80) from Chile, Spain and Uruguay participate; a subsample of educators (k = 1, n = 37) from the south central Chile and from Chile, Uruguay and Spain (n = 1149); workers from organizations in Latin America and Southern Europe, military cadets from Argentina (N < 1000); and teams (K = 14) from Spanish companies.ResultsIndividual and collective well-being indicators were related, suggesting that the emotional climate as a context improves personal well-being. Individual factors (emotional creativity and openness and universalism values), psychosocial factors (low stress, control over work and social support supervisors and peers) were positively associated with personal well-being in education and social intervention context. Organizational dynamic or transformational culture is directly and indirectly associated with individual well-being through previously described psychosocial factors. Group processes such as internal communication and safe participation, task orientation or climate of excellence as well as leadership style that reinforces participation and belonging, were positively associated with collective well-being in labor and military context and predict team work socio-emotional climate in a longitudinal study- but were unrelated to individual well-being. Transformational leadership plays a mediating role between functional factors and social-emotional climate in work teams. Organizational role autonomy, functional organizational leadership, integration and resources were associated with collective well-being in organizations. Organizational leadership moderates the relationship between task orientation and collective well-being in military context.ConclusionIndividual and microsocial factors influence personal well-being. Meso level factors favorable to well-being through processes which reinforce social belonging, influence directly collective well-being and indirectly personal well-being. Leadership that reinforces participation and belonging play a central role for emotional climate. Stress and emotional climate playing an important pivotal role for psychological well-being.

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Section: Discussionmentioning

confidence: 99%

“…However, the feasibility and effectiveness of these organizational improvements remains open. Decision makers should be reminded of the relevance of teachers to the community and thus contribute to its well-being (Roorda et al, 2011;López et al, 2017;Viac and Fraser, 2020).…”

Section: Discussionmentioning

confidence: 99%

Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations

et al. 2020

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“…Other teachers sought to compensate their income by engaging in activities like private tutoring after regular school hours. This limits teachers' time to collaborate with colleagues, reflect on their practices, mentor less experienced teachers, engage in professional development projects and communicate with parents or students (UNICEF, 2011 [95]).…”

Section: The Regulation Of Teaching Timementioning

confidence: 99%

Not enough hours in the day

Boeskens¹,

Nusche²

2021

OECD Education Working Papers

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+33 (0)1 45 24 75 84). JT03470308 OFDE This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law 2  EDU/WKP(2021)2 NOT ENOUGH HOURS IN THE DAY: POLICIES THAT SHAPE TEACHERS' USE OF TIME Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…Global developments over the past decades have put universal subjects like environmental education and global citizenship high on school systems' agenda. Moreover, the United Nations' Sustainable Development Goals have reaffirmed a strong commitment to the inclusion of children with special educational needs and supporting vulnerable children and those with migration backgrounds (United Nations, 2015 [4]). Similarly, in some systems national school curricula undergo frequent changes as governments seek to operationalise their manifestos, respond to socio-economic changes and newly emerging evidence.…”

Section: Changing Learning Objectives and Student Needsmentioning

confidence: 99%

“…It supports collaboration, typically in job-embedded contexts. 4. It uses models and modelling of effective practice.…”

Section: New Evidence On Effective (And Less Effective) Cpl Practicesmentioning

confidence: 99%

Policies to support teachers’ continuing professional learning

Boeskens¹,

Nusche²,

Yurita³

2020

OECD Education Working Papers

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(+33 (0)1 85 55 45 48). JT03467094 OFDE This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2020)23 Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Teachers’ well-being

Cited by 61 publications

References 54 publications

Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations

Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations

Not enough hours in the day

Policies to support teachers’ continuing professional learning

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