Teacher wellbeing

Supervisor: Dr Lisa Kim

A) Rationale for the project

Mental health and wellbeing of teachers is important not only for the teachers themselves but also for the students and the wider school (Schleicher, 2018). Examining the factors (e.g., Kim et al., 2021) and processes (e.g., Kim & Burić, 2020) that contribute to teachers’ wellbeing are important steps to identifying potentially effective resources, strategies, programmes and systems that can support teachers’ mental health and wellbeing (Viac & Fraser, 2020).

B) References that should be read

Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112(8), 1661–1676.

Kim, L. E., Oxley, L., & Asbury, K. (2021). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. The British Journal of Educational Psychology, e12450.

Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. International Summit on the Teaching Profession. https://doi.org/10.1787/9789264292697-en

Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis (OECD Education Working Papers). OECD. https://doi.org/10.1787/c36fc9d3-en

C) Research aims and questions

Given the wide-scope nature of the project, the student may wish to focus on any aspect(s) of teacher wellbeing. For example, they may wish to understand the factors and processes that contribute to teacher wellbeing and explore ways that teacher wellbeing can be supported -- at the individual, school, and/or national level.

D) Methods

This project welcomes a variety of methods and approaches, including primary/secondary data analysis of quantitative and/or qualitative data.