The Teachers Are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being

Autor/inn/en	Farley, Amy N.; Chamberlain, Leah M.
Titel	The Teachers Are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being
Quelle	In: New Educator, 17 (2021) 3, S.305-323 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley, Amy N.) ORCID (Chamberlain, Leah M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2021.1939918
Schlagwörter	Stellungnahme; Teaching Conditions; Educational Policy; Stress Variables; Job Satisfaction; Educational Environment; Student Experience; State Policy; Sleep; Well Being; Educational History; Mental Health; Correlation; Research Needs; Behavioral Risk Factor Surveillance System + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Politics of education; Bildungspolitik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Schlaf; Well-being; Wellness; Wohlbefinden; History of education; Bildungsgeschichte; Psychohygiene; Korrelation; Forschungsbedarf
Abstract	Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or -- more distally -- to the mental and physical health of educators. In this commentary article, we accentuate the deep connections between education policy, working conditions, teacher stress and satisfaction, and school climate and student experiences. We present promising results from a recent study published in the field of occupational health demonstrating that state-level education policies and reforms are associated with inadequate sleep among teachers. Ultimately, we advocate for three things: (a) expanded research on the interdependencies that exist between policies, working conditions, and teacher health; (b) policies that better engage educators in their design and implementation; and (c) new narratives around teaching -- ones that highlight the joys of being in the classroom rather than the challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01