Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India.
Lectorate Finance Economic Innovation, University of Applied Sciences,, Heidelberglaan 15, 3584 CS, Utrecht, Heidelberglaan, 85029 - 3508, Netherlands Antilles.
F1000Res. 2024 Jan 15;12:424. doi: 10.12688/f1000research.131894.2. eCollection 2023.
Well-being among teachers contributes toward quality work and better student support. Teachers' well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers' stress and their relevance on their psychological well-being.
First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol.
Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students' behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools.
The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.
教师的幸福感有助于提高工作质量和更好地支持学生。教师的幸福感仍然是学校环境中的一个关注点；人们对他们的幸福感概念理解不足。本范围综述确定了压力因素，并绘制了它们与在校教师心理健康的关联。此外，还确定了用于减轻教师压力的方法和干预措施，以及它们对教师心理健康的相关性。
首先，使用 MeSH 术语在 Pubmed、Web of Science 和 Scopus 数据库中搜索 2010 年至 2022 年与压力因素、幸福感和教师相关的合格研究。对确定的研究进行了彻底筛选，并根据预先确定的标准进行排除或纳入。根据研究方案，从纳入的研究中提取和总结数据。
在符合纳入标准的 60 项研究中，大多数为定量研究，采用横断面研究。几项研究侧重于教师的情绪耗竭、去人性化和个人成就感降低方面。近一半的纳入研究侧重于组织和社会压力，如行政工作量、课堂管理问题、缺乏主管和团队支持、学生行为以及来自家长的压力。用于克服压力的最常用干预措施是应对策略和正念训练干预工具。
本范围综述的结果将揭示影响心理健康的不同压力源。关注用于克服学校教师压力的最常用干预措施。这也将为监管机构和管理层提供建议，以确定导致教师压力的因素及其与心理健康的相关性，克服员工离职和缺勤问题。此外，可用于减轻压力的不同替代方案将使利益相关者和政策制定者受益，以确认有利于教学专业的合适干预措施。
