How can teacher well-being and resilience be enhanced?

Year: 2019

Author: Hascher, Tina

Type of paper: Abstract refereed

Abstract:
Teaching is a stressful profession. Accordingly, there is an increase in studies that address teacher well-being and resilience. While some studies focus on the understanding of the predictors and outcomes of teacher well-being and resilience (e.g., Beltman, Mansfield & Price, 2011; Bricheno, Brown & Lubansky, 2009), others investigate the effectiveness of trainings and interventions such as Teacher Effectiveness Training (e.g., Talvio et al., 2013), Mindfulness Training (e.g., Rupprecht, Paulus & Walach, 2017) or CALMERSS (e.g., Taylor, 2018). Given the fact that there is a high diversity of approaches with regard to teacher well-being and resilience, this presentation aims at giving an overview over the last twenty years (from the year 2000) of the state of research on the improvement of teacher well-being and resilience. Following the PRISMA-statement (Moher, Liberati, Tetzlaff & Altman, 2009), the results of this systematic review show (a) three major groups of intervention forms: teacher trainings, school wide programs that also address teachers and programs for students that are implemented through teachers; (b) a majority of programs are based on or at least are related to mindfulness-training; (c) the majority of teachers that participate in such programs are female; (c) the effects are poor to moderate with regard to teacher well-being and resilience; (d) teachers’ response to intervention seem to mediate the effects but this is rarely explicitly analyzed. The results are discussed with regard to the weaknesses of current teacher well-being and resilience research and with regard to future research perspectives.

Beltman, S., Mansfield, C. & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.

Bricheno, P., Brown, S., & Lubansky, R. (2009). Teacher well-being: A review of the evidence. London: Teacher Support Network.

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.

Rupprecht, S., Paulus, P. & Walach, H. (2017). Mind the teachers! European Journal of Educational Research, 6(4), 565-581.

Talvio, M., Lonka, K., Komulainen, E., Kuusela, M. & Lintunen, T. (2013). Revisiting Gordon’s teacher effectiveness training: An interventions study on teachers’ social and emotional learning. Electronic Journal of Research in Educational Psychology, 11(3), 693-716.

Taylor, M. J. (2018). Using CALMERSS to enhance teacher well-being: A pilot study. International Journal of Disability, Development and Education, 65(3), 243-261.

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