Teachers' Well-Being: A Framework for Data Collection and Analysis. OECD Education Working Papers, No. 213

Autor/inn/en	Viac, Carine; Fraser, Pablo
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Teachers' Well-Being: A Framework for Data Collection and Analysis. OECD Education Working Papers, No. 213
Quelle	(2020), (81 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/c36fc9d3-en
Schlagwörter	Teacher Welfare; Teacher Effectiveness; Physical Health; Mental Health; Teaching Conditions; Stress Variables; Classroom Techniques; Student Welfare; Achievement Tests; Foreign Countries; International Assessment; Teacher Shortage; Faculty Mobility; Teaching (Occupation); Teacher Burnout; Context Effect; Job Satisfaction; Teacher Surveys; Administrator Surveys; Correlation; Quality of Working Life; Secondary School Teachers; Teacher Motivation; Self Efficacy; Interpersonal Relationship; Trust (Psychology); Program for International Student Assessment; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gesundheitszustand; Psychohygiene; Lehrbedingungen; Unterrichtsbedingungen; Klassenführung; Studentenseelsorge; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Lehrermangel; Teaching; Lehrberuf; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Arbeitsqualität; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This working paper proposes a comprehensive conceptual framework to analyse teachers' occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers' well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers' well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers' well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student' well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers' well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers' wellbeing which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01