A meta-analysis of teacher well-being: A job demands and resources perspective

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review Pub Date : 2025-08-25 DOI:10.1016/j.edurev.2025.100719

Yingxiu Li , Junjun Chen , Junying Lu , Xiang Wang

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引用次数: 0

Abstract

Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.

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教师幸福感的元分析：工作需求与资源视角

鉴于教师职业固有的要求和多方面的性质，教师的福祉至关重要。本研究旨在利用工作需求与资源模型探讨教师幸福感与其前因变量之间的关系。本研究共纳入58篇文章，494个效应量。结果显示，工作资源与教师幸福感呈显著正相关，而工作需求与教师幸福感呈显著负相关。当进一步研究时，个人资源和需求以及教师幸福感展示了一个更微妙的画面。具体而言，个人资源与教师幸福感呈正相关，而由于数据有限，个人需求与教师幸福感之间没有汇总相关。此外，不同类型的工作需求和幸福感是显著的调节因素。研究结果支持了如何运用JD-R模型提升教师幸福感的讨论，同时强调了各种工作资源和需求、个人资源和需求对教师幸福感的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

审稿时长

57 days

期刊介绍： Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.