Research on teacher well-being: a systematic review

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-16 DOI:10.1016/j.tate.2025.105264

Matías Gámez-Genovart, Miquel F. Oliver-Trobat, Maria Rosa Rosselló-Ramon

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Abstract

Teacher well-being (TWB) is a complex, multifactorial concept crucial for educational quality. This study analyzes recent empirical research on this phenomenon on the basis of a systematic review that was conducted in accordance with the PRISMA 2020 protocol. The Scopus, Web of Science, Dialnet Plus and ERIC databases were searched, and 45 studies published between 2020 and 2025 were selected. This analysis featured three approaches: conceptual, thematic and methodological. Quantitative approaches predominated in the literature, and the conceptual frameworks used in this context tended to be based on wellness psychology and positive psychology. Research mainly focused on the antecedents and effects on the personal development of the teacher of TWB (e.g., burnout), often using multiple measurement instruments. Notable conceptual and methodological fragmentation was detected, underscoring the need for further research into specific subdimensions of TWB to deepen understanding and enhance practical application.

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教师幸福感研究：系统回顾

教师幸福感是一个复杂的、多因素的概念，对教育质量至关重要。本研究在根据PRISMA 2020协议进行的系统综述的基础上，分析了最近关于这一现象的实证研究。检索了Scopus、Web of Science、Dialnet Plus和ERIC数据库，选取了2020 - 2025年间发表的45篇研究。这种分析有三种方法：概念、主题和方法。定量方法在文献中占主导地位，在这种情况下使用的概念框架往往是基于健康心理学和积极心理学。研究主要集中在对职旅教师个人发展的前因和影响上（如职业倦怠），通常使用多种测量工具。发现了明显的概念和方法上的分裂，强调需要进一步研究TWB的具体子维度，以加深理解和加强实际应用。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.