Teacher Well-Being—A Conceptual Systematic Review (2020–2023)
Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, whi...
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/766 |
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| author | Laura Maria Kurrle Julia Warwas |
| author_facet | Laura Maria Kurrle Julia Warwas |
| author_sort | Laura Maria Kurrle |
| collection | DOAJ |
| description | Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question (<i>What are the conceptual models of TWB that form the basis of studies?</i>) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB. |
| format | Article |
| id | doaj-art-ec5685aa42ad43e6927f9f09fdd02f63 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ec5685aa42ad43e6927f9f09fdd02f632025-08-20T03:27:18ZengMDPI AGEducation Sciences2227-71022025-06-0115676610.3390/educsci15060766Teacher Well-Being—A Conceptual Systematic Review (2020–2023)Laura Maria Kurrle0Julia Warwas1Department of Education, Work and Society, Faculty of Business, Economics and Social Sciences, University of Hohenheim, 70599 Stuttgart, GermanyDepartment of Education, Work and Society, Faculty of Business, Economics and Social Sciences, University of Hohenheim, 70599 Stuttgart, GermanyTeacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question (<i>What are the conceptual models of TWB that form the basis of studies?</i>) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB.https://www.mdpi.com/2227-7102/15/6/766teacher well-beingconceptual reviewwell-being componentsmental healthstress |
| spellingShingle | Laura Maria Kurrle Julia Warwas Teacher Well-Being—A Conceptual Systematic Review (2020–2023) Education Sciences teacher well-being conceptual review well-being components mental health stress |
| title | Teacher Well-Being—A Conceptual Systematic Review (2020–2023) |
| title_full | Teacher Well-Being—A Conceptual Systematic Review (2020–2023) |
| title_fullStr | Teacher Well-Being—A Conceptual Systematic Review (2020–2023) |
| title_full_unstemmed | Teacher Well-Being—A Conceptual Systematic Review (2020–2023) |
| title_short | Teacher Well-Being—A Conceptual Systematic Review (2020–2023) |
| title_sort | teacher well being a conceptual systematic review 2020 2023 |
| topic | teacher well-being conceptual review well-being components mental health stress |
| url | https://www.mdpi.com/2227-7102/15/6/766 |
| work_keys_str_mv | AT lauramariakurrle teacherwellbeingaconceptualsystematicreview20202023 AT juliawarwas teacherwellbeingaconceptualsystematicreview20202023 |