Teacher Well-being: A Literature Review

Abstract

Teachers' well-being plays an salient role in teachers' professional development, students' academic success and psychological health, and a positive school atmosphere. However, current research on this issue is largely fragmented, so it is important to assess what has been studied and gain meaningful insights through a structural review of the literature. This literature review analyzes the existing research on teacher well-being from theories, antecedents, outcomes, and interventions of teacher well-being. According to the literature review, four theoretical models are applied to analyze antecedents and outcomes of teacher well-being. Personal and organizational antecedents have positive or negative influences on teacher well-being. Teachers with high levels of well-being can improve teacher professional development, students academic success and mental health, and create supportive learning atmospheres and environments in school settings. Training in class management ability, emotional regulation ability, coping ability, interpersonal ability and work-life balance ability have become more critical and beneficial to teachers. Implications and recommendations for future research are proposed.