与教师福祉相关的因素:元分析

IF 10.1 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Sijing Zhou, Gavin R. Slemp, Dianne A. Vella-Brodrick
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引用次数: 0

摘要

在过去的十年中,由于教师流动率高、师资短缺问题日益突出以及提高教学质量和学生成绩的目标,教师的幸福感在全球范围内受到了越来越广泛的关注。目前还没有任何综述试图对有关教师福祉的文献进行累积定量评估。为了弥补这一空白,我们采用荟萃分析法,以 "工作要求-资源 "理论为指导,系统地研究了教师幸福感的主要前因、后果和相关因素的相对强度,并将这些因素定位在提名网络中。按照 PRISMA 准则,我们进行了系统性搜索,结果有 173 项符合条件的研究被纳入(N = 89,876)。结果显示,希望、自主动机、心理资本和工作能力是预测总体幸福感最强的四个正面因素,而神经质和脱离应对则是预测总体幸福感最强的两个负面因素。职业承诺是总体幸福感的最强正效应,而离职意向则是最强负效应。职业倦怠和工作投入是总体幸福感的最强相关因素。我们还发现,一些影响会受到在职教师还是职前教师以及教育环境(如 K-12、初始师范教育)等因素的调节。我们的综述为教师、学校领导和政策制定者提供了有用的实证资源,有助于指导他们如何支持教师的幸福感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Factors Associated with Teacher Wellbeing: A Meta-Analysis

Factors Associated with Teacher Wellbeing: A Meta-Analysis

Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

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来源期刊
Educational Psychology Review
Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-
CiteScore
15.70
自引率
3.00%
发文量
62
期刊介绍: Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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