Multilevel Analysis of Teacher Professional Well-Being and Its Influential Factors Based on TALIS Data

Autor/inn/en	Kouhsari, Masoumeh; Chen, Junjun; Baniasad, Shahin
Titel	Multilevel Analysis of Teacher Professional Well-Being and Its Influential Factors Based on TALIS Data
Quelle	In: Research in Comparative and International Education, 18 (2023) 3, S.395-418 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kouhsari, Masoumeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221143847
Schlagwörter	Teachers; Well Being; Influences; Administrator Surveys; Teacher Surveys; Educational Environment; Faculty Workload; Principals; Leadership; Leadership Styles; Self Efficacy; Job Satisfaction; Motivation; Teacher Attitudes; Foreign Countries; Educational Practices; Aspiration; Beliefs; Faculty Development; Self Concept Measures; Canada; China; Finland; Japan; Singapore; Teaching and Learning International Survey; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Influence; Einfluss; Einflussfaktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Führung; Führungsposition; Führungsstil; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; psychologische; Motivation (psychologisch); Lehrerverhalten; Ausland; Bildungspraxis; Streben; Belief; Glaube; Kanada; Finnland; Singapur
Abstract	The current study examines how teachers' professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers' instructional practices and teachers' professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals' leadership, school climate and workload and teachers' instructional practices and teachers' professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers' professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers' professional wellbeing are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01