Unveiling the complexity of teacher wellbeing: A holistic framework and its application in a systematic literature review study.

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Bibliographic Details
Title:	Unveiling the complexity of teacher wellbeing: A holistic framework and its application in a systematic literature review study.
Authors:	Ozturk, Mumine
Source:	Psychology of Education Review. Autumn2023, Vol. 47 Issue 2, p16-21. 6p.
Subjects:	Psychology of teachers, Professionalism, Vagueness (Philosophy), Educational psychology, Concept learning
Abstract:	This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application. [ABSTRACT FROM AUTHOR]
ISSN:	14639807
DOI:	10.53841/bpsper.2023.47.2.16