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

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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]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsper.2023.47.2.16
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              Text: Autumn2023
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