Approaching teachers' professional wellbeing from different angles. Teachers' self-efficacy, burnout and resilience through participation in the Online Wellbeing course.

Autor/inn/en	Martinsone, Baiba; Vanaga, Aija
Titel	Approaching teachers' professional wellbeing from different angles. Teachers' self-efficacy, burnout and resilience through participation in the Online Wellbeing course.
Quelle	Aus: Martinsone, Baiba (Hrsg.); Jensen, Maria Therese (Hrsg.); Wiesner, Christian (Hrsg.); Zechner, Kerstin Angelika (Hrsg.): Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn: Verlag Julius Klinkhardt (2024) S. 55-77 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-6091-8; 978-3-7815-2636-5
DOI	10.25656/01:29911 10.35468/6091-03
URN	urn:nbn:de:0111-pedocs-299115
Schlagwörter	Lehrer; Wohlbefinden; Profession; Forschung; Soziales Lernen; Emotionales Lernen; Stress; Belastung; Selbstwirksamkeit; Burnout-Syndrom; Lehrerbildung; Lehrberuf; Mental Health; Kompetenzentwicklung; Unterrichtsforschung; Berufsbildung; Pädagogische Psychologie; Spielerisches Lernen; Unterrichtsklima; Sozio-emotionaler Faktor; Programm; Implementierung; Videospiel; Intervention; Resilienz; Gesundheit; Interkulturelle Forschung; Internationaler Vergleich; Europa; Lettland
Abstract	During the last decade, consistent and systemic work has been done to develop interventions and shape policies to promote social-emotional learning and support wellbeing in Latvian schools. Several interventions aimed to develop students’ social-emotional skills both directly and indirectly have already been implemented in Latvia, providing evidence that not only students but also teachers gain from the implementation of social-emotional learning and promoting mental health in schools. Nevertheless, there has been insufficient focus specifically on teachers themselves when considering mental health and wellbeing at schools. This empirical research aims to analyze different factors of teachers’ professional wellbeing in Latvia, namely teachers’ self-efficacy, resilience and burnout, at two time points – before (T1) and after (T2) implementing the Online Wellbeing course (OWC) for teachers. The research sample consisted of 281 teachers from 15 schools from different regions of Latvia. Group A (N=83) took part in the course’s development and later implemented it, Group B (N=102) implemented the course, and Group C (N=96) participated in the control condition. The results showed that the teachers’ wellbeing was initially characterized by moderate levels of self-efficacy and resilience and a relatively low level of burnout rates. However, there was a wide variation in data, indicating significant individual differences among teachers. Over time, teachers’ self-efficacy in terms of their ability to motivate students, adapt instructions and maintain discipline increased significantly in both experimental groups compared to the control group. Teachers’ resilience increased significantly in the experimental groups and decreased in the control group. During the project, no changes were found in terms of teachers’ burnout, which slightly increased in both the experimental and control groups. The results have implications for educational practice and policy. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main