Conceptualisation of Teacher Wellbeing: A Configurative Systematic Literature Review

Conference: The European Conference on Education (ECE2022)
Title: Conceptualisation of Teacher Wellbeing: A Configurative Systematic Literature Review
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Oral Presentation
Mumine Ozturk, University of Manchester, United Kingdom
Michael Wigelsworth, University of Manchester, United Kingdom


Although investigations of mental health and wellbeing have shown an exponential increase on a national and international scale, the focus has been on pupils, with far less attention paid to teacher wellbeing. Given comparatively attention on this subject, it is difficult to ascertain what is fully meant with respect to teacher wellbeing. Extant literature offers numerous descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. Given this background, the current study aimed to identify literature pertaining to teacher wellbeing with the aim of establishing what perspectives inform current definitions, and, critically, the quality of studies underpinning research. A systematic review following the PRISMA statement was applied to peer-reviewed papers published within the last five years (2016-2021). A total of 1676 studies were scanned (identified from five different databases: PsychInfo, Scopus, ERIC, BEI, and ASSIA). This presentation reports on findings drawn from a final sample of 63 articles defining teacher wellbeing. Studies were conducted by the dominant approach, namely work-domain, induvial-centric, and/or multidimensional perspectives. Preliminary findings illustrate that teacher wellbeing is dominantly conceptualised with a work-domain specific approach (with 42 of the identified studies taking this perspective). This is consistent with the concerning body of literature that focuses on stress and burnout while exploring teachers' mental health and wellbeing. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing at a fundamental level.

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