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Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing

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Title: Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing
Language: English
Authors: Hartcher, Karen (ORCID 0000-0003-1994-9753), Chapman, S. (ORCID 0000-0002-7474-0277), Morrison, C. (ORCID 0000-0002-8382-0666)
Source: Cambridge Journal of Education. 2023 53(3):329-356.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Ecological Factors, Teachers, Well Being, Self Efficacy, Teacher Persistence, Resilience (Psychology), Psychological Patterns, Teacher Effectiveness, Teaching (Occupation), Foreign Countries, Teacher Competencies, Coping, Emotional Intelligence, Collegiality, Teacher Student Relationship, Teaching Conditions
Geographic Terms: Europe, United States, United Kingdom, Canada, Finland, Turkey, Hong Kong, Iran, South Africa
DOI: 10.1080/0305764X.2022.2155612
ISSN: 0305-764X
1469-3577
Abstract: Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1385373
Database: ERIC
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  Value: <anid>AN0163408281;caj01jun.23;2023May03.03:16;v2.2.500</anid> <title id="AN0163408281-1">Applying a band-aid or building a bridge: ecological factors and divergent approaches to enhancing teacher wellbeing </title> <p>Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term band-aid fixes, and the authors argue that attention must be given to longer-term bridge-building strategies that place teacher wellbeing at the heart of teaching.</p> <p>Keywords: Teacher wellbeing; teacher resilience; teacher self-efficacy; positive education; positive psychology; ecological systems</p> <hd id="AN0163408281-2">Introduction</hd> <p>Teacher wellbeing has become increasingly important as the global pandemic and changes to teaching practices re-emphasise the significant role that teachers play in their students' lives. Historically, research into teacher wellbeing has been dominated by a focus on burnout or stress, and on the deficits these states create (Bajorek et al., [<reflink idref="bib7" id="ref1">7</reflink>]). However, a recent focus on positive psychology and positive education (Seligman, [<reflink idref="bib62" id="ref2">62</reflink>]) is reorientating the teacher wellbeing literature (see Kern et al., [<reflink idref="bib35" id="ref3">35</reflink>]; Mercer et al., [<reflink idref="bib47" id="ref4">47</reflink>]; Turner et al., [<reflink idref="bib68" id="ref5">68</reflink>]). With increasing demands and pressures on teachers, it is imperative to move away from a deficit focus and short-term fixes, what we are describing here as a band-aid approach to supporting teacher wellbeing. Our belief is that we require a re-orientation to a solutions-focused perspective (Rae et al., [<reflink idref="bib55" id="ref6">55</reflink>]). Contemporary pressures associated with teaching, including but not limited to the impact of the global pandemic, are compelling us to examine what supports, promotes and sustains teachers' wellbeing in the longer term; we refer to this here as the bridge building necessary to support long-term, sustainable teacher wellbeing.</p> <p>There are myriad ways that teacher wellbeing is conceptualised and defined. Definitions tend to reflect the scope of researchers' projects and orientation, ranging from minimalist to broad conceptualisations, for example: specific factors relating to mental health and wellbeing, social participation and connectedness, cultural and geo-political context (Liu et al., [<reflink idref="bib41" id="ref7">41</reflink>]); career stage, occupational wellbeing, pedagogical wellbeing and professional wellbeing (Aelterman et al., [<reflink idref="bib2" id="ref8">2</reflink>]; Brouskeli et al., [<reflink idref="bib14" id="ref9">14</reflink>]; Hofstadler et al., [<reflink idref="bib30" id="ref10">30</reflink>]; Parker et al., [<reflink idref="bib52" id="ref11">52</reflink>]; Soini et al., [<reflink idref="bib64" id="ref12">64</reflink>]; Yildirim, [<reflink idref="bib74" id="ref13">74</reflink>]); subjective wellbeing and positive emotions, or, quality of life (Bricheno et al., [<reflink idref="bib12" id="ref14">12</reflink>]; Lester et al., [<reflink idref="bib40" id="ref15">40</reflink>]); emotional wellbeing (Vesely et al., [<reflink idref="bib69" id="ref16">69</reflink>]; Yin et al., [<reflink idref="bib76" id="ref17">76</reflink>]); psychological wellbeing and positive relationships and purpose in life (Arslan, [<reflink idref="bib6" id="ref18">6</reflink>]; Butt & Retallick, [<reflink idref="bib15" id="ref19">15</reflink>]); and individual or collective wellbeing (Liu et al., [<reflink idref="bib41" id="ref20">41</reflink>]). This body of research highlights the diverse conceptions of wellbeing, from wellbeing being understood as complex, multidimensional, and often both personal and professional in nature, of the individual and of groups, and contextually bound (Kern et al., [<reflink idref="bib35" id="ref21">35</reflink>]; Liu et al., [<reflink idref="bib41" id="ref22">41</reflink>]; Roffey, [<reflink idref="bib58" id="ref23">58</reflink>]; Schleicher, [<reflink idref="bib60" id="ref24">60</reflink>]), through to concepts that focus on singular attributes.</p> <p>Wellbeing is influenced by various individual, relational and contextual factors (Acton & Glasgow, [<reflink idref="bib1" id="ref25">1</reflink>]; Hobson & Maxwell, [<reflink idref="bib29" id="ref26">29</reflink>]; Yildirim, [<reflink idref="bib74" id="ref27">74</reflink>]) and approached differently in different cultural, political and historical contexts (Arslan, [<reflink idref="bib6" id="ref28">6</reflink>]; Hofstadler et al., [<reflink idref="bib30" id="ref29">30</reflink>]; Liu et al., [<reflink idref="bib41" id="ref30">41</reflink>]; Yildirim, [<reflink idref="bib75" id="ref31">75</reflink>]). Liu et al. ([<reflink idref="bib41" id="ref32">41</reflink>], p. 129) call it a 'complex phenomenon that involves myriad contextualised contributing factors'. Most studies agree that wellbeing encompasses cognitive, emotional, physical and psychological dimensions and teachers' affections, attitudes and evaluations of their work (Collie et al., [<reflink idref="bib18" id="ref33">18</reflink>]; McCallum et al., [<reflink idref="bib45" id="ref34">45</reflink>]; Parker & Martin, [<reflink idref="bib51" id="ref35">51</reflink>]; Schleicher, [<reflink idref="bib60" id="ref36">60</reflink>]; Seligman, [<reflink idref="bib62" id="ref37">62</reflink>]; Yildirim, [<reflink idref="bib75" id="ref38">75</reflink>]). This complex relationship between the contextual elements underpins the <emph>band-aid</emph> or <emph>bridge-building</emph> analogy discussed throughout this paper.</p> <p>This research fills a significant gap in the literature around teacher wellbeing. The knowledge and understanding gained support change so individuals, schools, organisations, and policymakers can design meaningful, long-term and systematic wellbeing initiatives and programs to ensure teacher wellbeing is understood, part of the culture, modelled, managed, and led proactively. Teachers play a vital role in shaping the future generations, but their overall wellbeing is often overlooked. The present review is necessary as the dominant narrative about teacher wellbeing leaves unclear the drivers of stress, discontent, and concern. This review therefore seeks to contribute to broadening understanding and clarification of contextual factors that influence teacher wellbeing to foster and support an orientation to meaningful, long-term and systematic wellbeing initiatives and programs for teacher wellbeing.</p> <hd id="AN0163408281-3">Materials and methods</hd> <p>This study used a scoping review methodology, which explores the body of literature, study methodologies and evidence available on a particular topic (Arksey and O'Malley; [<reflink idref="bib5" id="ref39">5</reflink>]). Scoping reviews are broader in nature than a systematic review, can help identify gaps in the knowledge, distinguish factors related to concepts, in this case teacher wellbeing, and make recommendations for future research (Munn et al., [<reflink idref="bib48" id="ref40">48</reflink>]). Scoping reviews are increasingly used in educational research from assessment of creativity (Bolden et al., [<reflink idref="bib10" id="ref41">10</reflink>]), inclusive education (Duncan et al., [<reflink idref="bib23" id="ref42">23</reflink>]) to physical education (Sperka & Enright, [<reflink idref="bib65" id="ref43">65</reflink>]). The purpose of our scoping review is to isolate and investigate the existing data and research that identifies ecological factors that influence teacher wellbeing. In short, this scoping review aims to examine the central research question:<emph>What is known from the extant literature on the ecological factors (individual, relational and contextual) that impact teacher wellbeing?</emph></p> <p>A search was conducted in four databases, including ERIC, A+ Education, ProQuest and Google Scholar to identify peer-reviewed articles relating to teacher wellbeing published in English between 2002–2021. These databases represent the broadest reach of educational research topics available. The search terms included 'staff', 'educator', 'teacher', AND 'wellbeing' or 'well-being'. These search terms were selected as they provided the widest catchment for the screening process required for this scoping review.</p> <p>The initial search yielded (<reflink idref="bib673" id="ref44">673</reflink>) titles. The titles and abstracts were screened for potential inclusion. If studies reported a link to teacher wellbeing they were selected for further consideration. Studies with a target population of pre-school teachers, college or university lecturers were excluded as the focus was teacher wellbeing in primary and secondary schools. Duplicates and articles in a language other than English were also removed, leaving 121 articles. The full text of each paper was then assessed for inclusion. Titles were removed at this stage if studies were on stress and burnout, as while these are important contributors of wellbeing, the focus of this review was to identify factors that promote or enhance wellbeing, rather than to focus on effects of poor wellbeing. Further articles were iteratively identified by examining reference lists of relevant articles identified by the initial search. The final review count was 52 articles. The total review process is noted visually in Figure 1.</p> <p>The literature was then analysed thematically, which led to the categorisation of three themes: <emph>individual</emph>, <emph>relational</emph> and <emph>contextual</emph> factors shaping teacher wellbeing. These interrelated themes provide three broad categories from which to discuss the included studies.</p> <p>There is recognition that teacher wellbeing is often perceived to be an individual phenomenon, experienced and expressed through personal characteristics, motivations and experiences (Liu et al., [<reflink idref="bib41" id="ref45">41</reflink>]). Individual framings of teacher wellbeing incorporate and sometimes conflate indicators of personal health with professional wellbeing, fulfilment, and success (Granziera et al., [<reflink idref="bib24" id="ref46">24</reflink>]). At the same time, it is imperative to acknowledge that teachers interact and function within complex social contexts underpinned by personally significant relationships which influence personal and professional wellbeing (Crawford, ([<reflink idref="bib21" id="ref47">21</reflink>]). We also understand the influential nature of their working environments, political contexts, historical and cultural norms and changes experienced at national and global levels and how these are experienced on an individual level (Liu et al, [<reflink idref="bib41" id="ref48">41</reflink>]). Therefore, a systems theory such as Bronfenbrenner's ([<reflink idref="bib13" id="ref49">13</reflink>]) ecological systems theory could help explain the ecological factors that influence how teachers relate to and interact with their environments, influencing their sense of wellbeing and the wellbeing of others. However, because of the exploratory nature of this review we chose a more open perspective that allowed the literature to dictate the framing. Like Shrout and Kiecolt-Glaser ([<reflink idref="bib63" id="ref50">63</reflink>]), we see the interconnected structures of <emph>individual</emph>, <emph>relational</emph> and <emph>contextual</emph> as "moderating and mediating mechanisms" (p.g 2) that influence teacher wellbeing, through each individual's experiences and through relationships within the contexts of teaching. We understand individual factors as a complex array of characteristics, experiences, knowledge and behaviours over which teachers have some <emph>control</emph>, such as self-efficacy and emotional intelligence. Relational factors include those elements that a teacher may have an <emph>influence</emph> over, like investments in collegiality, and ones which they may not. Equally, contextual factors involve those ideas that are primarily <emph>external</emph> to a teachers' influence such as school leadership and working conditions.</p> <p>PHOTO (COLOR): Figure 1. PRISMA flow diagram.</p> <hd id="AN0163408281-4">Results</hd> <p>Approximately one quarter of included studies (<emph>N</emph> = 52) were conducted in Australia (<emph>n</emph> = 10). Further concentrations of research were highlighted across Europe (<emph>n</emph> = 8), United States (<emph>n</emph> = 8), United Kingdom (<emph>n</emph> = 7) and Canada (<emph>n</emph> = 5). Cited research was also drawn from Finland (<emph>n</emph> = 3), Turkey (<emph>n</emph> = 3), Hong Kong (<emph>n</emph> = 1), Iran (<emph>n</emph> = 1) and South Africa (<emph>n</emph> = 1) and multiple studies conducted across several countries (<emph>n</emph> = 5). Summaries of the 52 studies pertaining to this research are provided in Table 1. In addition to information related to authors, years of publication, countries, we have also summarised the researchers' aims, research designs, findings, and conclusions. In this section, further details from the descriptive analysis are presented, using the themes of individual, relational and contextual factors. The scoping review studies are considered with other literature in the discussion. We start with the individual factors.</p> <p></p> <p> <ephtml> <table><thead><tr><td>Author & Date</td><td>Research purpose</td><td>Research Method(s)</td><td>Findings</td></tr></thead><tbody><tr><td>Aelterman et al. (<xref ref-type="bibr" rid="bibr2">2007</xref>)</td><td>School-related conditions relevant for teachers' professional wellbeing.</td><td>1934 teachers from 93 schools in Belgium.</td><td>The main substance of professional wellbeing is self-efficacy and the relationship between self-efficacy and achievement is reciprocal. High efficacy, support for colleagues and how a teacher gives meaning to experiences are important factors.</td></tr><tr><td>Ainsworth and Oldfield (<xref ref-type="bibr" rid="bibr3">2019</xref>)</td><td>Importance in predicting measures of positive adaptation.</td><td>226 UK teachers.</td><td>Contextual influences on teachers' ability to thrive within the profession are just as important as individual factors. Any intervention should therefore focus on improving the professional environment and enhancing teachers' personal resources.</td></tr><tr><td>Aldrup et al. (<xref ref-type="bibr" rid="bibr4">2018</xref>)</td><td>Testing the mediating role of the teacher–student relationship.</td><td>222 teachers and 4111 students in Germany.</td><td>Results show links between teacher-rated student misbehaviour, increased exhaustion and decreased enthusiasm. Student-rated misbehaviour was correlated with teacher wellbeing to a lesser extent. Moreover, the teacher–student relationship was positively associated with teacher wellbeing and mediated the link between teacher-perceived misbehaviour and enthusiasm.</td></tr><tr><td>Arslan (<xref ref-type="bibr" rid="bibr6">2017</xref>)</td><td>Psychological factors associated with teacher wellbeing.</td><td>295 teachers, from 23 to 55 years old in Turkey.</td><td>Significant and positive association between cognitive wellbeing and school connectedness, teaching efficacy and overall teacher functioning. Connectedness directly predicted job satisfaction and was indirectly associated with motivation to leave.</td></tr><tr><td>Barbieri et al. (<xref ref-type="bibr" rid="bibr8">2019</xref>)</td><td>Italian teachers' wellbeing (TWB), socio demographic and professional background.</td><td>2015 PISA data − 6491 teachers.</td><td>TWB is not only influenced by contextual factors but teacher personality, personal background and how teachers deal with demands of the job. Leadership is important in defining a teacher's wellbeing – principals support by investing in (PD) professional development and participating in the decision-making process.</td></tr><tr><td>Bermejo-Toro et al. (<xref ref-type="bibr" rid="bibr9">2016</xref>)</td><td>Develop a comprehensive model of teacher wellbeing.</td><td>413 teachers from 47 schools in Madrid (Spain).</td><td>A line of influence starts in perceived demands and perceived self-efficacy and is modulated by coping. This generates some degree of teacher wellbeing (self-efficacy, and cognitive and behavioural coping), which in turn is affected by teachers' available job resources.</td></tr><tr><td>Brady and Wilson (<xref ref-type="bibr" rid="bibr11">2021</xref>)</td><td>Explore school-level wellbeing initiatives.</td><td>51 teachers in 37 schools in UK.</td><td>Effective initiatives were those that seek to address the causes of poor wellbeing – workload, relationships and accountability. School context is important in enhancing teacher wellbeing.</td></tr><tr><td>Bricheno et al. (<xref ref-type="bibr" rid="bibr12">2009</xref>)</td><td>The impact of teachers' experiences at work on their wellbeing.</td><td>31 stakeholders in UK.</td><td>Nine elements considered to be possible influences on, or effects of, wellbeing. Most intervention strategies for teachers have been tertiary, and so less likely to counter the problems of stressful work environments.</td></tr><tr><td>Brouskeli et al. (<xref ref-type="bibr" rid="bibr14">2018</xref>)</td><td>Characteristics and teachers' occupational wellbeing in Greece.</td><td>201 secondary teachers in 15 schools in Greece.</td><td>Personal and environmental characteristics function as protective factors that mitigate negative impacts on situations or conditions. Teachers' resilience correlates positively with their occupational wellbeing.</td></tr><tr><td>Butt and Retallick (<xref ref-type="bibr" rid="bibr15">2002</xref>)</td><td>Analysis of workplace relationships.</td><td>29 teachers during one year in the late 1990s in Canada.</td><td>Three prominent themes emerged: climate; collegial relationships; and facilitation of workplace learning and career development. Collegiality encourages positive interactions, atmosphere and rapport. A positive sense of wellbeing is related to trust, respect, autonomy and efficacy as a teacher.</td></tr><tr><td>Cenkseven-Önder and Sari (<xref ref-type="bibr" rid="bibr16">2009</xref>)</td><td>Teachers' subjective wellbeing and the quality of school life.</td><td>161 teachers in Adana central districts in Turkey.</td><td>Results show teachers' subjective wellbeing levels were predicted significantly by status, curriculum, coping with work-related stress, and school administration. Teachers' positive affect was predicted by status, positive affects towards school and colleagues.</td></tr><tr><td>Çimen and Özgan (<xref ref-type="bibr" rid="bibr17">2018</xref>)</td><td>Contributing factors to the psychological capital of teachers.</td><td>Interpretive study of 14 teachers in Turkey.</td><td>A supportive organisational climate, communication, collaboration, physical conditions of the school, professional characteristics, parental engagement, and positive experiences contribute to teachers'psychological capital.</td></tr><tr><td>Collie et al. (<xref ref-type="bibr" rid="bibr18">2012</xref>)</td><td>Teachers' perceptions of Social and Emotional Learning (SEL) and school climate of stress, teaching efficacy, job satisfaction.</td><td>664 teachers – 17 school districts in British Columbia, Canada.</td><td>Teacher wellbeing is significantly related to teacher job satisfaction and organisational commitment. Higher levels of teacher stress due to student behavioural issues were associated with lower self-efficacy for teaching. Peer relationships are an important school-level factor for teacher wellbeing with working relationships between teachers within schools having personal and professional benefits.</td></tr><tr><td>Collie et al. (<xref ref-type="bibr" rid="bibr19">2015</xref>)</td><td>Examine properties of the Teacher Well-Being Scale.</td><td>485 Canadian teachers.</td><td>Results confirmed the reliability, approximate normality and factor structure of the scale; provided support for a higher order factor of teacher wellbeing; instrument demonstrated wellbeing factors were related as expected with external constructs of teacher stress, job satisfaction and general wellbeing.</td></tr><tr><td>Cook et al. (<xref ref-type="bibr" rid="bibr20">2017</xref>)</td><td>Intervention for reducing stress and promoting wellbeing – Achiever resilience Curriculum (ARC).</td><td>44 teachers Random Control Trials – pre and post data collection in the US.</td><td>Achiever Resilience Curriculum aims to promote teacher wellbeing. Participants in the programme experienced better outcomes, such as having improved teaching self-efficacy, less job-related stress, and stronger intentions to implement evidence-based classroom practices.</td></tr><tr><td>Curry and O'Brien (<xref ref-type="bibr" rid="bibr22">2012</xref>)</td><td>Shifting to a wellness paradigm in teacher education.</td><td>2 case studies in the US.</td><td>Lack of control, community and an unmanageable workload are huge stresses in the teaching profession. Wellbeing planning could help to combat early career stress along with system-level change to support teachers.</td></tr><tr><td>Grenville-Cleave and Boniwell (<xref ref-type="bibr" rid="bibr26">2012</xref>)</td><td>Perceived control and wellbeing in teachers and other professionals</td><td>Mixed Methods Research (MMR) – online survey (298 participants in UK) Interviews (n = 6).</td><td>Findings supported the hypothesis that teachers have significantly lower perceived control and wellbeing than other professionals. Four themes related to control: autonomy; authenticity; connection to others; and resilience. Teachers value connections more highly; non-teachers value objectivity and independence more highly.</td></tr><tr><td>Gu and Day (<xref ref-type="bibr" rid="bibr27">2013</xref>)</td><td>Challenges to teacher resilience: conditions count.</td><td>300 teachers 100 schools in the UK.</td><td>School leadership creates a supportive environment to help develop individuals and foster resilience and self-efficacy. Resilience depends on personal resources, structures, systems and contextual factors.</td></tr><tr><td>Heidmets and Liik (<xref ref-type="bibr" rid="bibr28">2014</xref>)</td><td>Leadership style and different aspects of teachers' wellbeing at the school.</td><td>305 teachers working in 12 public schools in Estonia.</td><td>The transformative style leadership – suggesting common goals and involving teachers in achieving them, optimistic mood and acceptance of different views and approaches – seem to be the factors that create a stronger bond between teachers and the school. It seems that teachers' burnout <italic>was not</italic> related to their actual workload, however, but the principal's leadership style.</td></tr><tr><td>Hobson and Maxwell (<xref ref-type="bibr" rid="bibr29">2017</xref>)</td><td>The wellbeing of secondary school teachers in England.</td><td>Data from 4 studies 2005– 2013.</td><td>Wellbeing was also shaped by a wider range of both environmental or contextual factors and individual dispositions; an individual's wellbeing may be affected not only by their perceptions of their own competence, but also by their perceptions of their line managers and colleagues.</td></tr><tr><td>Hofstadler et al. (<xref ref-type="bibr" rid="bibr30">2020</xref>)</td><td>Subjective wellbeing of teachers is shaped by different levels of their ecology.</td><td>16 Austrian teachers.</td><td>The findings cast light on how teacher subjective wellbeing is shaped by a variety of interlacing factors, such as national and institutional policy, societal feedback, student–teacher relationships and personal conviction.</td></tr><tr><td>Jennings et al. (<xref ref-type="bibr" rid="bibr31">2017</xref>)</td><td>Efficacy of the Cultivating Awareness and Resilience in Education programme (CARE).</td><td>36 urban elementary schools and 224 US teachers.</td><td>Analyses showed that Care for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress and time urgency. The findings indicate that CARE for Teachers is an effective PD both for promoting teachers' social and emotional competence and increasing the quality of their classroom interactions.</td></tr><tr><td>Jennings et al. (<xref ref-type="bibr" rid="bibr32">2011</xref>)</td><td>Improving teachers' and student teachers' social-emotional skills.</td><td>Two pilot studies −31 and 43 teachers in the US.</td><td>Suggests a prosocial classroom is important for teachers' social and emotional competence (SEC) and wellbeing, as well as supportive teacher–student relationships, and may contribute to teachers' abilities to provide organisational, instructional and emotional support to their students.</td></tr><tr><td>Johnson et al. (<xref ref-type="bibr" rid="bibr33">2014</xref>)</td><td>Examined the experience of teachers in their first year of teaching.</td><td>60 teachers in 2 states in Australia.</td><td>Promoting teacher resilience contributes to understanding teacher wellbeing. Developed a framework of 18 positive conditions to support teacher wellbeing in five areas: policies and practices; complex nature of teaching; school cultures and leadership practices; relationships and professional identity.</td></tr><tr><td>Kaynak (<xref ref-type="bibr" rid="bibr34">2020</xref>)</td><td>Teachers' wellbeing and contextual factors that promote wellbeing.</td><td>9 teachers in the Midwest US.</td><td>Teachers' wellbeing was fostered mainly by student growth and supportive colleagues. Positive supportive school atmosphere that encourages teachers to collaborate, challenge and support each other is vital. The rewards of teaching are an important source of wellbeing.</td></tr><tr><td>Kern et al. (<xref ref-type="bibr" rid="bibr35">2014</xref>)</td><td>A pilot evaluation of employee wellbeing using Seligman's (<xref ref-type="bibr" rid="bibr62">2012</xref>) PERMA model.</td><td>Employees (<italic>N</italic> = 153) at a private school in Australia.</td><td>Analysed associations between multiple aspects of employee wellbeing and three outcomes: physical health; life satisfaction; and professional thriving. Multidimensional wellbeing assessments can help school administrators understand and improve staff wellbeing, supporting policy and practice designs that ultimately will promote wellness for all stakeholders in the education system.</td></tr><tr><td>Kidger et al. (<xref ref-type="bibr" rid="bibr36">2016</xref>)</td><td>Teachers' wellbeing, depressive symptoms and associated risk factors.</td><td>Teachers (N=555) in 8 UK schools.</td><td>Examined individual and school-level factors associated with poor wellbeing and high depression among teachers. Teacher wellbeing lower than reported in working population samples. Feeling unable to talk to a colleague, dissatisfaction with work and high presenteeism associated with both poor wellbeing and depressive symptoms.</td></tr><tr><td>Konu et al. (<xref ref-type="bibr" rid="bibr37">2010</xref>)</td><td>Characteristics that affect TWB and perceptions of leadership and work.</td><td>1294 Finnish teachers.</td><td>TWB was highest in elementary schools and lowest in lower secondary schools. Teachers in unified schools had the lowest ratings for obtaining help from the principal, or the possibility of further education and equal treatment. Teachers rated <italic>means for self-fulfilment</italic> most positively and <italic>school conditions</italic> most negatively in relation to their welfare.</td></tr><tr><td>Kun and Gadanecz (<xref ref-type="bibr" rid="bibr38">2019</xref>)</td><td>Teachers' psychological capital, workplace wellbeing and perceived workplace happiness.</td><td>297 participants (204 female, 93 male) in Hungary.</td><td>Supportive principals were a key factor in the psychological capital of teachers. Teachers expected that principals would support them by providing resources and materials, giving them psychological and moral support, and guiding them professionally. Workplace wellbeing and happiness correlated with inner psychological resources, hope and optimism.</td></tr><tr><td>Leithwood (<xref ref-type="bibr" rid="bibr39">2006</xref>)</td><td>Teacher working conditions that matter: evidence for change.</td><td>Action Research Canada.</td><td>Influences on teachers' self-efficacy, satisfaction, and commitment relate to conditions atmosphere, sense of community, collaboration, principal leadership and participation in decision making.</td></tr><tr><td>Lester et al. (<xref ref-type="bibr" rid="bibr40">2020</xref>)</td><td>Examine validity of a proposed whole-school staff wellbeing evaluation tool.</td><td>801 school staff from 6 non-government schools in Australia.</td><td>Results validated the hypothesised structure of the whole-school staff wellbeing evaluation tool with staff relationships (leadership, staff), staff engagement (active, supported), staff (EWB) emotional wellbeing (supported through policies and opportunities) and school climate (culture and values) found to be significant predictors of mental health.</td></tr><tr><td>McCallum and Price (<xref ref-type="bibr" rid="bibr42">2010</xref>)</td><td>Explore the notion that well teachers promote well students.</td><td>80 pre-service teachers at the University of South Australia.</td><td>Wellbeing is developmental and individualised. The community, school leaders and employers are instrumental in helping to raise awareness, and to establish and maintain positive workplace practices that foster working and learning conditions appropriate for the development of wellbeing for future teachers and leaders.</td></tr><tr><td>Mehdinezhad (<xref ref-type="bibr" rid="bibr46">2012</xref>)</td><td>The relationships between high school teachers' wellbeing and their efficacy.</td><td>290 high school teachers in Iran.</td><td>High positive correlation between teachers' wellbeing, teacher efficacy and demographic factors. The results showed that there was relatively high positive correlation between teachers' wellbeing, teacher efficacy and sub variables. Teachers' efficacy belief is significantly related with their wellbeing; when teachers have high wellbeing levels, they also have high efficacy levels.</td></tr><tr><td>OECD (<xref ref-type="bibr" rid="bibr49">2014</xref>)</td><td>Working conditions of teachers and the learning environment in schools.</td><td>More than 100,000 teachers in 34 countries.</td><td>TALIS 2013 results show that too many teachers work in isolation and one third observe their colleagues teach. Teachers who engage in collaborative learning have higher job satisfaction and confidence in their abilities.</td></tr><tr><td>Owen (<xref ref-type="bibr" rid="bibr50">2016</xref>)</td><td>Teacher wellbeing and teachers working together within Professional Learning Communities (PLC) and through collective effort.</td><td>Case study of 15 teachers in 3 schools in South Australia.</td><td>The shared leadership and collegiality of the PLCs support teachers' changes in pedagogical practices, with positive outcomes for students' learning, which resulted in teachers having a sense of accomplishment and meaning for their work. PLC collegial professional learning and building new skills lead to improved student academic achievement, social and problem-solving skills.</td></tr><tr><td>Parker and Martin (<xref ref-type="bibr" rid="bibr51">2009</xref>)</td><td>Explores the roles of coping and buoyancy in predicting teacher wellbeing and engagement.</td><td>515 teachers from 18 schools in Australia.</td><td>A process model is hypothesised in which the use of 'direct' coping strategies predict high levels of buoyancy, wellbeing and engagement, while 'palliative' coping strategies predict low buoyancy, wellbeing and engagement. Results generally supported this model with particularly strong direct effects for buoyancy and strong direct and indirect effects for mastery orientation.</td></tr><tr><td>Parker et al. (<xref ref-type="bibr" rid="bibr52">2012</xref>)</td><td>A process model of goal orientation, coping behaviour, engagement and burnout.</td><td>A longitudinal sample of 430 Australian teachers took part in the research.</td><td>Integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers' goal orientation (as indicated by mastery and failure avoidance) was hypothesised to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and (b) teaching coping was hypothesised to predict occupational wellbeing (as indicated by engagement and burnout).</td></tr><tr><td>Pillay et al. (<xref ref-type="bibr" rid="bibr53">2005</xref>)</td><td>Investigated the relationship between burnout and competence.</td><td>157 mid-career teachers in Queensland.</td><td>The results showed a negative relationship between depersonalisation and teachers' perception of their own competence – possibly a distancing mechanism to minimise a sense of incompetence resulting from difficult interactions with pupils. To alleviate this situation the authors recommend trying to reduce feelings of isolation and increasing self-esteem.</td></tr><tr><td>Price and McCallum (<xref ref-type="bibr" rid="bibr54">2015</xref>)</td><td>Ecological influences impacting on teacher wellbeing.</td><td>120 final-year teachers at the University of South Australia.</td><td>Teachers operate and interact in numerous microsystems including the school environment, home, community, and friendships with a complex interplay across these ecological systems: the microsystem; mesosystem; exosystem; and macrosystem, compounded by the influence of time-chronosystem level.</td></tr><tr><td>Richards et al. (<xref ref-type="bibr" rid="bibr57">2018</xref>)</td><td>Teachers' lived experiences in school environments.</td><td>28 teachers interviewed from the US Midwest.</td><td>Results indicated that teachers perceived nurturing teaching environments or combative and constraining teaching environments, and all teachers had to manage workplace stress. Present model highlights the importance of developing optimal working conditions that nurture teacher development.</td></tr><tr><td>Roffey (<xref ref-type="bibr" rid="bibr58">2012</xref>)</td><td>Social capital and the impacts on stakeholders within an ecological framework.</td><td>6 schools − 5 in NSW and 1 in VIC.</td><td>Positive learning environments involve 'trust, respect, value, and collaboration', with staff and student wellbeing impacts. Positive collegial interactions foster a sense of belonging and inclusion for staff and this ultimately benefits student and staff wellbeing and learning. Teacher resilience might be enhanced by specific actions that promote positive feelings of belonging, respect, value and trust.</td></tr><tr><td>Ross et al. (<xref ref-type="bibr" rid="bibr59">2012</xref>)</td><td>Teacher wellbeing, and School-Wide Positive Behavioural Interventions and Supports (SWPBIS).</td><td>184 teachers across 40 US elementary schools surveyed.</td><td>Teachers with high self-efficacy feel that they can be effective with students even in the face of challenging contexts. Teacher efficacy involves not only personal skills and competencies, but how contextual factors, such as resources, affect effective teaching and student support. Teachers in schools implementing SWPBIS had significantly higher levels of efficacy.</td></tr><tr><td>Scott and Dinham (<xref ref-type="bibr" rid="bibr61">2003</xref>)</td><td>To develop a model of teachers' occupational well-being.</td><td>3000 teachers and executives in UK, US, NZ and Australia.</td><td>Greatest satisfaction was found with student achievement and professional efficacy and development. School communication and decision making caused some concern and the least satisfaction was found with matters more extrinsic to schools. Education and social context are important in understanding how teachers construct their world of teaching.</td></tr><tr><td>Soini et al. (<xref ref-type="bibr" rid="bibr64">2010</xref>)</td><td>Teachers' pedagogical well-being and strategies use when they are engaging.</td><td>68 teachers from 9 schools in Finland.</td><td>The interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers' pedagogical wellbeing. Success in pedagogical and social goals preconditions for teachers' experienced pedagogical wellbeing. Teachers' approaches and responses to challenging situations are a regulator for experienced pedagogical wellbeing.</td></tr><tr><td>Vesely et al. (<xref ref-type="bibr" rid="bibr70">2014</xref>)</td><td>Occupational Stress and Emotional Intelligence (EI).</td><td>49 teachers in 2 universities inCanada.</td><td>Results suggest that emotional intelligence and related psychological wellbeing variables can be positively impacted by focused EI training.</td></tr><tr><td>Webb et al. (<xref ref-type="bibr" rid="bibr71">2009</xref>)</td><td>Policy and practice of PLCs in primary schools in England and Finland.</td><td>231 primary teachers in 50 schools.</td><td>The four key themes affecting wellbeing: school community; collaboration; continuing PD; and trust and accountability. The different cultural contexts in each country resulted in some fundamental differences that strongly influenced the nature of, and possibilities for, school PLCs.</td></tr><tr><td>Wessels and Wood (<xref ref-type="bibr" rid="bibr72">2019</xref>)</td><td>A collaboration with teachers to find ways to improve wellbeing.</td><td>6 primary teachers in South Africa.</td><td>Teachers reported improved relationships, a sense of belonging, shared positive emotions. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers' experiences of wellbeing.</td></tr><tr><td>Wigford and Higgins (<xref ref-type="bibr" rid="bibr73">2019</xref>)</td><td>International School Teachers' perception of wellbeing.</td><td>MMR – online questionnaire 1056 from 72 countries, 18 interviews.</td><td>Supportive relationships, robust communication, effective support systems and clear, strong leadership are key factors for the establishment and maintenance of staff and student wellbeing in international schools. A school's environment, facilities, resources, and class sizes do not guarantee that staff will work to the best of their ability; it is relationships that impact most on student and staff wellbeing.</td></tr><tr><td>Yildirim (<xref ref-type="bibr" rid="bibr74">2014</xref>)</td><td>The purpose of the study was to reveal the main factors of teachers' professional wellbeing (TPW).</td><td>Large-scale data belong to 72,190 secondary teachers in 24 countries.</td><td>The study concluded that the main factors of teachers' professional wellbeing were: cooperation among staff; fair and helpful assessment and feedback; positive school climate; student-oriented teaching practices; classroom climate; and professional development.</td></tr><tr><td>Yildirim (<xref ref-type="bibr" rid="bibr75">2015</xref>)</td><td>Teachers' perceptions of professional wellbeing in the framework of positive psychology.</td><td>MMR – TALIS survey (3637) questionnaire (679) interview (29).</td><td>The main determinants of teachers' professional wellbeing are self-efficacy, job satisfaction and recognition. Teachers have these three components at different levels and in different order. Self-efficacy is the most powerful measure of TPW. Initiatives should enhance teachers' working conditions; create the opportunities to appreciate efforts; incorporate into decision making.</td></tr><tr><td>Yin et al. (<xref ref-type="bibr" rid="bibr76">2016</xref>)</td><td>Relationships between teachers' work environment and teachers' wellbeing.</td><td>Survey of 1115 teachers in Hong Kong.</td><td>Trust is an essential construct in building a positive school climate. Yin and colleagues concluded that trust in colleagues was identified to be beneficial to wellbeing, and teachers who used more reappraisal were more likely to be psychologically healthier compared to those who adopted suppression.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0163408281-5">Individual factors impacting wellbeing</hd> <p>There are many factors that impact teachers' wellbeing; they do not teach in a vacuum. What happens in the classroom is influenced by broader contextual factors and is linked to the teachers' personal lives and sense of wellbeing. At the individual (personal) level, the literature suggested the prominent factors contributing to teachers' wellbeing include self-efficacy; social and emotional competencies; engagement; and teachers' reactions to their work (Aelterman et al., [<reflink idref="bib2" id="ref51">2</reflink>]; Arslan, [<reflink idref="bib6" id="ref52">6</reflink>]; Greenberg et al., [<reflink idref="bib25" id="ref53">25</reflink>]; Lester et al., [<reflink idref="bib40" id="ref54">40</reflink>]; Yildirim, [<reflink idref="bib74" id="ref55">74</reflink>]). Each of these factors are discussed in turn; however, it is acknowledged that the boundaries between these factors are not clearly defined and there is always overlap and interplay between them.</p> <hd id="AN0163408281-6">Teacher self-efficacy</hd> <p>Self-efficacy impacts wellbeing due to its role in supporting an individual's beliefs, motivations, activities and behaviours which are important traits in teachers and a focus of research (Soini et al., [<reflink idref="bib64" id="ref56">64</reflink>]). By way of example, Arslan ([<reflink idref="bib6" id="ref57">6</reflink>]) conducted a study in Turkey with 295 teachers (aged 23–55) to explore the link between teachers' positive function at work and cognitive wellbeing. The outcomes indicated a positive association between cognitive wellbeing and teaching efficacy, teacher functioning and school connectedness. This is consistent with a Belgian study which identified school‐related (person, profession and workplace) conditions relevant for teachers' professional wellbeing (Aelterman et al., [<reflink idref="bib2" id="ref58">2</reflink>]). The main substance of professional wellbeing found was self-efficacy. When teachers felt they had the capabilities and ability to contribute to students' development they felt more motivated, which contributed to their sense of wellbeing. This indicates the relationship between self-efficacy and achievement as being reciprocal (Aelterman et al., [<reflink idref="bib2" id="ref59">2</reflink>]), supporting what Soini et al. ([<reflink idref="bib64" id="ref60">64</reflink>]) found through an exploration of pedagogical wellbeing by examining the kinds of situations that teachers found empowering and engaging or burdening and stressful. They found that supporting students to achieve goals amidst pedagogical challenges increased a teacher's sense of efficacy. It was noted that teachers who felt efficacious in pedagogical and social skills have a higher degree of pedagogical wellbeing. This positioning illustrates that positive self-efficacy influences how a teacher feels, thinks and motivates themselves and, as such, can increase the potential for positive wellbeing (Lester et al., [<reflink idref="bib40" id="ref61">40</reflink>]; Soini et al., [<reflink idref="bib64" id="ref62">64</reflink>]). Likewise, Ross et al. ([<reflink idref="bib59" id="ref63">59</reflink>]) studied the relationship between teacher wellbeing and school-wide positive behavioural interventions and supports, concluding that teachers who had confidence in their ability to handle challenging situations effectively had higher self-efficacy. Furthermore, Vesely et al. ([<reflink idref="bib70" id="ref64">70</reflink>]) found that recognition of student learning, drive and achievement also enhances teachers' emotional intelligence, motivation and sense of efficacy, and thus their sense of wellbeing. In a more recent international study, and the only study involving international schools from 72 countries, Wigford and Higgins ([<reflink idref="bib73" id="ref65">73</reflink>]) suggested teacher wellbeing is enhanced when teachers are productive in supporting students achieving goals and making a difference. Collectively, these studies highlight the importance of self-efficacy in teacher wellbeing, but strong connections are also influential.</p> <hd id="AN0163408281-7">Teacher connectedness</hd> <p>Connectedness to people and place has an important impact on teacher wellbeing. Teachers' feelings of competence, achievement and connectedness contribute to efforts to participate in activities and self-perceptions of valued members of their teaching communities. For example, Arslan ([<reflink idref="bib6" id="ref66">6</reflink>]) identified that teachers with enhanced wellbeing had increased positive functioning and an increased sense of efficacy. Linked to this, wellbeing groups were associated with a positive effect on member teachers' functioning. This highlights teachers' feelings of school connectedness as associated with success at work and equates to enhanced teacher wellbeing. This conclusion is supported by Cook et al. ([<reflink idref="bib20" id="ref67">20</reflink>]), who found that teachers with low levels of efficacy are less willing to try new strategies and practices.</p> <p>The significance of positive relationships on wellbeing cannot be underestimated. The correlation between teaching efficacy and various life domains, for example, high job satisfaction and organisational commitment, provides a strong, supportive platform for wellbeing (Collie et al., [<reflink idref="bib18" id="ref68">18</reflink>]; Mehdinezhad, [<reflink idref="bib46" id="ref69">46</reflink>]). In a similar vein, the connection between positive emotions, efficacy and wellbeing have also been found to be significant (Renshaw et al., [<reflink idref="bib56" id="ref70">56</reflink>]; Wigford & Higgins, [<reflink idref="bib73" id="ref71">73</reflink>]). What this suggests is that teachers connect their wellbeing to their sense of self, which can alternatively be discussed through the idea of emotional intelligence.</p> <hd id="AN0163408281-8">Teacher social and emotional intelligence</hd> <p>Positive interpersonal relationships produce positive emotional states in teachers; however, this is not the only source of emotional variability. Effective emotional intelligence competencies can support wellbeing by facilitating the identification, processing and regulation of emotion as well as assisting in managing stress more effectively (Leithwood, [<reflink idref="bib39" id="ref72">39</reflink>]; Vesely et al., [<reflink idref="bib70" id="ref73">70</reflink>]).</p> <p>Emotional intelligence has become a key factor in educational environments, and facilitates and contributes to the wellbeing of teachers. In a recent UK study, emotional intelligence was found to significantly correlate to job satisfaction and wellbeing (Ainsworth & Oldfield, [<reflink idref="bib3" id="ref74">3</reflink>]). Other studies highlight the importance of developing emotional intelligence, which helps prevent the onset of stress-related negative feelings (Kern et al., [<reflink idref="bib35" id="ref75">35</reflink>]; McCallum & Price, [<reflink idref="bib42" id="ref76">42</reflink>]; Parker & Martin, [<reflink idref="bib51" id="ref77">51</reflink>]; Pillay et al., [<reflink idref="bib53" id="ref78">53</reflink>]; Yin et al., [<reflink idref="bib76" id="ref79">76</reflink>]). High emotional intelligence helps regulate emotions, facilitates clear thinking about daily demands and challenges, apply realistic coping strategies, and make better decisions in response to situations and stressors in the teaching environment. It is argued that the main elements describing teacher efficacy can also be considered under the competencies encompassing emotional intelligence and social and emotional competencies (Leithwood, [<reflink idref="bib39" id="ref80">39</reflink>]). Hence, this overlap of skills indicates that teachers' self-efficacy may increase with training in emotional intelligence and regulation. Furthermore, evidence in the literature demonstrates links between emotional job demands and teacher wellbeing, highlighting a need for skills, capabilities and personal resources like coping strategies, emotional intelligence and social-emotional competency for managing emotions and stress (Leithwood, [<reflink idref="bib39" id="ref81">39</reflink>]; Price & McCallum, [<reflink idref="bib54" id="ref82">54</reflink>]; Ross et al., [<reflink idref="bib59" id="ref83">59</reflink>]).</p> <p>Managing the emotions and demands of teaching is not just about having appropriate skills and resources; personal attributes, temperament and the potential to act are also influential. Teachers' personal resources and personality traits can determine the coping strategies they adopt in the work environment. Yin et al. ([<reflink idref="bib76" id="ref84">76</reflink>]) studied the range of emotions associated with teaching and emotional regulation with primary school teachers in Hong Kong. The research highlighted the emotional job demands of teaching as sometimes detrimental to teacher wellbeing, yet trust among teaching colleagues was beneficial to teachers' wellbeing. Other teacher-initiated wellbeing-enhancing coping strategies included a capacity for self-care, seeking work–life balance, mindfulness, goal setting, setting emotional boundaries and collaborating with colleagues (Brady & Wilson, [<reflink idref="bib11" id="ref85">11</reflink>]; Curry & O'Brien, [<reflink idref="bib22" id="ref86">22</reflink>]). Likewise, an Australian study of 430 teachers across the Catholic and Independent sectors found that goal orientation was a significant predictor in coping strategies of teacher stress (Parker & Martin, [<reflink idref="bib51" id="ref87">51</reflink>]). Parker and Martin ([<reflink idref="bib51" id="ref88">51</reflink>]) identified that teachers experience greater work satisfaction, engagement, resiliency and self-efficacy when they work from a goal-mastery perspective and regulate professional goals amidst work challenges. Teachers who actively avoid failure and use strategies such as procrastination and unrealistic goal setting when they feel they are unable to meet work demands tended to become less engaged and withdrawn, impacting self-efficacy and wellbeing. In contrast, a teacher with enhanced self-efficacy and a high sense of mastery is likely to manage demands with proactive behaviours such as goal setting, planning and support seeking (Parker et al., [<reflink idref="bib52" id="ref89">52</reflink>]).</p> <p>Teachers' social and emotional competency underpins effective engagement in schools and enhances wellbeing (Jennings et al., [<reflink idref="bib31" id="ref90">31</reflink>]). Social-emotional competence can help to reduce stress and burnout, and improve teacher self-efficacy and performance, all of which contribute to improved wellbeing (Jennings et al., [<reflink idref="bib31" id="ref91">31</reflink>]; Jennings et al., [<reflink idref="bib32" id="ref92">32</reflink>]). Jennings et al. ([<reflink idref="bib32" id="ref93">32</reflink>]) studied teachers' social-emotional competence to identify associations with teacher wellbeing, student wellbeing and learning outcomes. This US study involved implementing a mindfulness programme for teachers working in low socioeconomic districts. On the back of this study, a prosocial classroom model was developed which avers that teachers with higher levels of social and emotional competence tend to teach social and emotional skills more effectively, and utilise more effective classroom management strategies, both of which help to build more supportive teacher–student relationships (Greenberg et al., [<reflink idref="bib25" id="ref94">25</reflink>]; Jennings et al., [<reflink idref="bib32" id="ref95">32</reflink>]). More recent research in this area also demonstrates a link between teacher social-emotional competence and teacher wellbeing, as well as classroom climate and teachers' abilities to form supportive relationships with students (Aldrup et al., [<reflink idref="bib4" id="ref96">4</reflink>]). It seems teachers with high socio-emotional competence regulate their emotions, stress and coping strategies, which positively impacts on their quality of instruction and interactions and helps build positive relationships with students. This results in a positive sense of achievement, which impacts on job satisfaction and self-efficacy. Hence, the teacher is a better role model for students to develop their socio-emotional skills (Ainsworth & Oldfield, [<reflink idref="bib3" id="ref97">3</reflink>]; Greenberg et al., [<reflink idref="bib25" id="ref98">25</reflink>]). Consequently, the positive benefits of social and emotional intelligence and competency are closely linked to teacher wellbeing.</p> <p>These individual factors have been identified as important constructs in the development of teacher wellbeing, but they do not exist in isolation. Relational factors are also critical and are examined next.</p> <hd id="AN0163408281-9">Relational factors impacting wellbeing</hd> <p>Where individual factors focused on the teacher as a singular entity and their interaction with the environment, relational factors look a little more broadly at how teachers relate to others within their sphere of influence and how this impacts their wellbeing. Again, we acknowledge that although each of these ideas are separated here for ease of discussion, in reality there is significant overlap both within and between the factors presented.</p> <hd id="AN0163408281-10">Teacher professional learning communities</hd> <p>Teachers' wellbeing is intricately tied to interactions with others and the wellbeing of their environment and communities. Research highlights the importance of collaborative and supportive relationships with students, colleagues, school leadership, and interpersonal approaches to promote wellbeing and provide a sense of belonging (OECD, [<reflink idref="bib49" id="ref99">49</reflink>]; Wigford & Higgins, [<reflink idref="bib73" id="ref100">73</reflink>]). Relationships matter for learning and wellbeing, and can influence social interactions with benefits to teachers, their colleagues and their students (Kidger et al., [<reflink idref="bib36" id="ref101">36</reflink>]; Parker & Martin, [<reflink idref="bib51" id="ref102">51</reflink>]; Ross et al., [<reflink idref="bib59" id="ref103">59</reflink>]; Soini et al., [<reflink idref="bib64" id="ref104">64</reflink>]). Teacher wellbeing literature supports ecological influences on teachers' relational quality and social capital as being major factors in building teachers' resilience to rise to challenges and to foster wellbeing (Ainsworth & Oldfield, [<reflink idref="bib3" id="ref105">3</reflink>]; McCallum & Price, [<reflink idref="bib42" id="ref106">42</reflink>]; Roffey, [<reflink idref="bib58" id="ref107">58</reflink>]).</p> <p>Individual wellbeing is captured through insights on a range of factors. Positive collegial relations and work engagement are significantly associated with both job satisfaction and organisational commitment (Kaynak, [<reflink idref="bib34" id="ref108">34</reflink>]; Kern et al., [<reflink idref="bib35" id="ref109">35</reflink>]). The joyful aspects of teaching are an important source of wellbeing, as they increase teachers' motivation to keep doing what they do well and is a reward for their effort. Wessels and Wood ([<reflink idref="bib72" id="ref110">72</reflink>]) worked collaboratively with six teachers in a rural South African primary school using a <emph>Participatory Action Learning and Action Research</emph> (PALAR) study and Seligman's ([<reflink idref="bib62" id="ref111">62</reflink>]) five pillars of wellbeing, <emph>Positive Emotion</emph>, <emph>Engagement</emph>, <emph>Positive Relationships</emph>, <emph>Meaning</emph>, <emph>Accomplishment</emph> (PERMA), to help them find ways to improve their experiences of wellbeing. Teachers face many challenges within their workplace that negatively affect their experiences of wellbeing, and this study reported that sharing positive emotions improved relationships, in the face of this adversity, helped build a sense of belonging. These results indicate that an explicit focus on positive emotions and social contact with colleagues can increase teachers' wellbeing. Furthermore, the essential role of creating a positive, supportive school climate that encourages teachers to collaborate, challenge, inspire and support each other is demonstrated.</p> <hd id="AN0163408281-11">Authentic collegiality</hd> <p>Creating opportunities to work collaboratively in professional learning communities allows for emotional and professional support. The sharing of best practice, planning and assessment, advice and feedback are fundamental to providing authentic networks of support for teachers (Aelterman et al., [<reflink idref="bib2" id="ref112">2</reflink>]; Konu et al., [<reflink idref="bib37" id="ref113">37</reflink>]; Yildirim, [<reflink idref="bib74" id="ref114">74</reflink>]). Similarly, strong staff relationships and collegiality can provide understanding and support, advice on constructive solutions to issues, inspiration and motivation, relating to achievement, engagement and self-efficacy (Lester et al., [<reflink idref="bib40" id="ref115">40</reflink>]). However, it is prudent to remember that the quality of relationships is key. If there is a perceived lack of respect, support or recognition, teachers may not engage, adding to the workload of others. When teachers are acknowledged for their work and feel valued, appreciated and supported, either professionally or personally, they have a sense of achievement that increases their wellbeing, and they reciprocate, helping to build a positive environment where trust and respect is valued (Roffey, [<reflink idref="bib58" id="ref116">58</reflink>]). Likewise, Yin et al. ([<reflink idref="bib76" id="ref117">76</reflink>]) argued that trust promoted integrity among staff and enabled teachers to give authentic feedback, praise and support. Trust is the foundation of positive relationships, professional collaboration and a contextual resource for school effectiveness. Building trust within collaborative groups by establishing shared norms and identity with others while valuing individual strengths is key (Owen, [<reflink idref="bib50" id="ref118">50</reflink>]). The shared leadership, decision-making process and collegiality of professional learning communities supported changes in teachers' pedagogical practices. These changes had positive outcomes for student learning, resulting in a sense of accomplishment and meaning for the teachers and their work. Positive collegial relationships contribute to satisfaction, passion, achievement, productivity and wellbeing (Grenville-Cleave & Boniwell, [<reflink idref="bib26" id="ref119">26</reflink>]; Lester et al., [<reflink idref="bib40" id="ref120">40</reflink>]), which can ultimately benefit interaction with students and their learning (Roffey, [<reflink idref="bib58" id="ref121">58</reflink>]).</p> <p>Further studies that outline collegial relationships as a support network for teachers' growth and wellbeing include studies in the UK and Finland. These studies highlight school community, collaboration, continuing professional development, trust, and accountability as important factors (Webb et al., [<reflink idref="bib71" id="ref122">71</reflink>]). A Turkish study by Cenkseven-Önder and Sari ([<reflink idref="bib16" id="ref123">16</reflink>]) encouraged professional development to cultivate collegial teacher relationships, and, in the UK, connection with others helped teachers deal with limited professional control (Grenville-Cleave & Boniwell, [<reflink idref="bib26" id="ref124">26</reflink>]).</p> <p>Collegial relationships with peers and administration teams underline the link between professional wellbeing and professional learning (Butt & Retallick, [<reflink idref="bib15" id="ref125">15</reflink>]). The creation of relationships and collegiality necessitates leaders to provide opportunities for positive collaboration and the development of trust, respect, autonomy and efficacy as a teacher. Collegiality also encourages positive interactions, atmosphere and rapport. This sets the stage for a willingness to continue to grow professionally through solving problems and engaging with the challenges of teacher and student learning. In a recent Turkish study of the factors that contribute to the psychological capital of teachers, Çimen and Özgan ([<reflink idref="bib17" id="ref126">17</reflink>]) explain psychological capital as comprising the four facets of hope, self-efficacy, optimism and resilience. They argue that supportive principals were a key factor in the psychological capital of teachers. Teachers expect principals to support them by providing resources and materials, giving them psychological and moral support, and guiding them professionally.</p> <hd id="AN0163408281-12">Teacher–student relationships</hd> <p>Positive interpersonal relationships impact how teachers feel. This makes a difference to their ability to cope and respond effectively to the challenges they face. Despite the demanding, complex nature of teaching, teachers also find intrinsic rewards from teacher–student relationships.</p> <p>Teacher–student relationships include multiple factors. Importantly, how teachers interact with and respond to students, their needs and behaviours, as well as the perceptions they have of their students can influence student outcomes (Collie et al., [<reflink idref="bib19" id="ref127">19</reflink>]; McCallum & Price, [<reflink idref="bib42" id="ref128">42</reflink>]; Scott & Dinham, [<reflink idref="bib61" id="ref129">61</reflink>]). Several recent studies indicate a link between teacher wellbeing and teacher–student relationships (Aldrup et al., [<reflink idref="bib4" id="ref130">4</reflink>]; Kidger et al., [<reflink idref="bib36" id="ref131">36</reflink>]; Roffey, [<reflink idref="bib58" id="ref132">58</reflink>]). Positive teacher–student relationships are positively associated with teacher wellbeing (Aldrup et al., [<reflink idref="bib4" id="ref133">4</reflink>]) and can empower teachers through a sense of purpose and making a difference, creating feelings of fulfilment and accomplishment protecting teachers from emotional exhaustion (Richards et al., [<reflink idref="bib57" id="ref134">57</reflink>]). The vital role of the principal and leadership teams in creating a cooperative school community, where staff come together to promote a sense of belonging, and foster trusting collaborative relationships, where teachers feel valued and supported and share a vision for the school is also established (Webb et al., [<reflink idref="bib71" id="ref135">71</reflink>]).</p> <p>What these concepts emphasise is that teachers continually juggle influences, relationships and emotional responses on many fronts. The personal and relational factors that impact on teachers' wellbeing are many and varied but are also found within the influential contextual factors of the workplace (Kun & Gadanecz, [<reflink idref="bib38" id="ref136">38</reflink>]). These are discussed next as critical to understanding the ecology of teacher wellbeing.</p> <hd id="AN0163408281-13">Contextual factors impacting teacher wellbeing</hd> <p>Teachers' emotions and relationships cannot be completely separated from contextual factors such as practices and procedures, public policy, political challengers and tensions, and cultural and social expectations. These factors represent the outside influences that teachers have little control over and impact on the possibilities for establishing autonomy, positive relationships and a positive school climate, and for developing self-efficacy and managing emotions (Johnson et al., [<reflink idref="bib33" id="ref137">33</reflink>]). However, like individual and relational factors, contextual factors, including school leadership, shape teachers' work conditions and impact on teacher wellbeing.</p> <hd id="AN0163408281-14">Teacher wellbeing and school leadership</hd> <p>The role of school leadership and management is to create and maintain a positive, supportive community, a sense of belonging and conditions for teachers to cultivate professional identities (McCallum & Price, [<reflink idref="bib42" id="ref138">42</reflink>]). This is partly achieved through the development of organisational characteristics, the school climate and how positive collegial relationships are encouraged (Aelterman et al., [<reflink idref="bib2" id="ref139">2</reflink>]; Webb et al., [<reflink idref="bib71" id="ref140">71</reflink>]; Yildirim, [<reflink idref="bib74" id="ref141">74</reflink>]). Therefore, school leadership plays a large role in influencing teacher emotions, wellbeing and teacher turnover (Kun & Gadanecz, [<reflink idref="bib38" id="ref142">38</reflink>]). School principals and the school climate they create play important roles in teachers' lives. Being valued and appreciated influences teachers' sense of belonging, emotional attachment, their engagement in the school, and interactions among school members, all of which can enhance job satisfaction and teacher wellbeing (Price & McCallum, [<reflink idref="bib54" id="ref143">54</reflink>]). In a recent Australian study aimed at increasing leadership awareness of staff wellbeing, cross-sectional data were collected from six non-government schools to confirm that supportive staff relationships, staff engagement, school climate and providing opportunities to promote emotional wellbeing have the greatest impact on teacher wellbeing (Lester et al., [<reflink idref="bib40" id="ref144">40</reflink>]). It was argued that more supportive relationships with leadership and staff were linked to lower work stress, anxiety and depression. Furthermore, Lester et al. ([<reflink idref="bib40" id="ref145">40</reflink>]) advocated that teacher wellbeing is enhanced by addressing emotional wellbeing, staff engagement, relationships and school climate (culture and values). How a school leader manages the school also has an impact on teacher wellbeing.</p> <p>Teachers perceive leaders as effective when they support, guide and build capacity, foster empowerment, and promote inclusive decision-making in a collaborative culture of inquiry (Scott & Dinham, [<reflink idref="bib61" id="ref146">61</reflink>]). Leadership style has been shown to influence teachers' wellbeing by increasing job satisfaction and reducing teacher burnout and job insecurity (Heidmets & Liik, [<reflink idref="bib28" id="ref147">28</reflink>]). Heidmets and Liik ([<reflink idref="bib28" id="ref148">28</reflink>]) suggest that the working climate created by the institution's leader plays a role in how connected and attached the teacher feels <emph>to</emph> the school and how they feel <emph>at</emph> the school. A transformative-style leadership suggests common goals, but promotes acceptance of different views and approaches and involves teachers in achieving them.</p> <p>The Heidmets and Liik ([<reflink idref="bib28" id="ref149">28</reflink>]) study also measured teachers' average workload and concluded teacher burnout <emph>was not</emph> related to their actual workload. However, there was a significant correlation between burnout and the school principal's leadership style, suggesting again that leadership style is an important factor in teachers' subjective wellbeing. Similarly, Butt and Retallick ([<reflink idref="bib15" id="ref150">15</reflink>]) analysed workplace relationships involving administrators and teachers, finding teacher satisfaction related to how school policies facilitate professional development and career aspirations. They argued the creation of relationships and collegiality requires leaders to provide opportunity for positive interactions, which was a theme in several other studies (Aelterman et al., [<reflink idref="bib2" id="ref151">2</reflink>]; Gu & Day, [<reflink idref="bib27" id="ref152">27</reflink>]; Konu et al., [<reflink idref="bib37" id="ref153">37</reflink>]; Webb et al., [<reflink idref="bib71" id="ref154">71</reflink>]). Moreover, professional development, colleague support, principal leadership, management practices and policy development could be perceived by teachers as potential sources of wellbeing in terms of job satisfaction (Barbieri et al., [<reflink idref="bib8" id="ref155">8</reflink>]). Principals that support and invest in professional development and resources for teachers and encourage participation in the decision-making process impacted positively on teachers' wellbeing. Leadership practices, such as making sure teachers have a voice in decision making so they can shape their work (Barbieri et al., [<reflink idref="bib8" id="ref156">8</reflink>]), helped to increase the meaningfulness of teachers' work (Gu & Day, [<reflink idref="bib27" id="ref157">27</reflink>]; Konu et al., [<reflink idref="bib37" id="ref158">37</reflink>]). In contrast, an individual's wellbeing may be affected by their perceptions of the competence of their line managers and other colleagues who support them (Hobson & Maxwell, [<reflink idref="bib29" id="ref159">29</reflink>]). This highlights the important role principals play in steering the vision and direction of the school and creating opportunities for the development and growth of teachers, which helps to create a supportive, conducive school culture.</p> <p>In addition to competence, relatedness and autonomy, teacher wellbeing was shaped by a wider range of environmental and contextual factors. Teachers' subjective wellbeing is related to factors in their personal and professional spheres. Student ability and behaviour can influence how a teacher feels about teaching. Equally, a school with significant resources, facilities, and a welcoming, supportive environment is more likely to contribute positively to teacher wellbeing (Hofstadler et al., [<reflink idref="bib30" id="ref160">30</reflink>]). Conversely, curriculum regulations, policy implementation and interpretation of guidelines add stress and pressure to teachers. The need to consider ecological influences to bring about change at systemic levels to support teachers and actively take steps to protect and maintain their subjective wellbeing is essential (Hofstadler et al., [<reflink idref="bib30" id="ref161">30</reflink>]).</p> <hd id="AN0163408281-15">Working conditions of teachers</hd> <p>In contrast to wellbeing-enhancing factors, poor working conditions and stressful working environments can negatively influence teacher self-efficacy, motivation and job satisfaction (Bermejo-Toro et al., [<reflink idref="bib9" id="ref162">9</reflink>]; Bricheno et al., [<reflink idref="bib12" id="ref163">12</reflink>]). Teachers encounter a variety of stressors in their work environments, from relational and external factors like policy, procedures, practices, pressure about students' academic achievement, to workload pressures such as class sizes, lack of time, and administrative paperwork (Barbieri et al., [<reflink idref="bib8" id="ref164">8</reflink>]; Greenberg et al., [<reflink idref="bib25" id="ref165">25</reflink>]; Jennings et al., [<reflink idref="bib31" id="ref166">31</reflink>]; Price & McCallum, [<reflink idref="bib54" id="ref167">54</reflink>]). Emotional stresses and daily pressures of teaching influence teachers' capacity to cope, through their engagement, interactions, sense of self-efficacy, wellbeing, and potential to flourish (Bermejo-Toro et al., [<reflink idref="bib9" id="ref168">9</reflink>]; Parker & Martin, [<reflink idref="bib51" id="ref169">51</reflink>]; Pillay et al., [<reflink idref="bib53" id="ref170">53</reflink>]). However, at other times complex work environments can stimulate motivation and reinforce teachers' commitment to their roles (Brouskeli et al., [<reflink idref="bib14" id="ref171">14</reflink>]). Consequently, the individual, relational and contextual factors related to teaching are interrelated and influential in the ways they positively and negatively influence teacher wellbeing.</p> <hd id="AN0163408281-16">Discussion</hd> <p></p> <hd id="AN0163408281-17">Band-aid or bridge building</hd> <p>Teacher wellbeing has been conceptualised in many ways and while there is no universal definition, there is consensus in the literature that wellbeing is multifaceted and is shaped by individual, relational and contextual factors including self-efficacy, engagement, collegial relationships and school climate. In the myriad ways teacher wellbeing is defined, each conceptualisation highlights how it is reflective of and influenced by personal experience within professional contexts. Where one aspect of an individual's wellbeing is enhanced, we can expect other dimensions will be positively impacted and vice versa. In these ways, an overarching sense of wellbeing is complex and interconnected (McCallum & Price, [<reflink idref="bib44" id="ref172">44</reflink>]). To understand teacher wellbeing across contexts, we need to acknowledge this dynamic interplay and the interconnectedness of influential factors and of promoting, supporting and sustaining enhanced teacher wellbeing as bridge building, where all weight-bearing components (influential factors) are essential to the integrity of the overall structure (teacher wellbeing). Importantly, in the absence of positive influential factors, other components are weakened and become vulnerable, thereby weaking the entire structure (and impacting negatively on overall wellbeing). Consequently, a concentration on a distinct factor of teacher wellbeing, viewed in isolation or without regard for the broader ecology in which it exists, is problematic and emphasises what we refer to as band-aid responses to factors impacting on wellbeing. These are characteristically short-term solutions that initially provide relief, but in the long term have limited efficacy or sustainability. It is also unclear whether any one influential factor can compensate adequately for another missing component.</p> <p>The literature suggests that personality traits and characteristics serve to buffer teachers from some of the emotional demands of teaching. These include: self-efficacy (Aelterman et al., [<reflink idref="bib2" id="ref173">2</reflink>]; Arslan, [<reflink idref="bib6" id="ref174">6</reflink>]; Soini et al., [<reflink idref="bib64" id="ref175">64</reflink>]); the ability to regulate emotions (Vesely et al., [<reflink idref="bib70" id="ref176">70</reflink>]; Yin et al., [<reflink idref="bib76" id="ref177">76</reflink>]); social and emotional competence (Greenberg et al., [<reflink idref="bib25" id="ref178">25</reflink>]; Jennings et al., [<reflink idref="bib31" id="ref179">31</reflink>]; McCallum et al., [<reflink idref="bib45" id="ref180">45</reflink>]); and coping strategies (Parker & Martin, [<reflink idref="bib51" id="ref181">51</reflink>]). School leaders can enhance wellbeing and professional capacity through strategic enactment of policy developed to enhance resilience and capacity; however, they may fail where there is misalignment between intention and enactment (Sullivan & Morrison, [<reflink idref="bib67" id="ref182">67</reflink>]). The disconnection between policy and practice may well be the difference between teachers flourishing or floundering, where band-aid responses (short-term remedies) provide little or no benefit at all. Band-aid responses may be helpful, but only when incorporated into the larger bridge-building strategies required for a wider focus on teacher wellbeing.</p> <p>Such a focus inevitably creates tensions between balancing the resources of band-aid responses relevant to the individual and bridge-building approaches that seek to sustain wellbeing over time (McCallum et al., [<reflink idref="bib45" id="ref183">45</reflink>]). Systems administrators, school leaders and teachers are therefore compelled to understand that wellbeing is a product of <emph>process</emph> rather than a focus on an outcome. Learning how to create school climates that enable teachers to feel positive, be more engaged with their work and colleagues, and to develop a sense of purpose in their teaching enhance wellbeing in important ways (Seligman, [<reflink idref="bib62" id="ref184">62</reflink>]). Suggesting teachers be more actively responsible for their wellbeing while only providing strategies to improve wellbeing through band-aid approaches shifts responsibility for wellbeing to teachers themselves. This approach may make teachers more vulnerable to further stress as influential and interconnected contextual factors are overlooked. If support is introduced without an understanding of teachers' working conditions and contexts, well-intentioned support can be perceived as an additional burden.</p> <p>Teachers' professional contexts impact opportunities for developing self-efficacy, managing emotions and opportunities to create and maintain conducive school cultures (Brady & Wilson, [<reflink idref="bib11" id="ref185">11</reflink>]; Kern et al., [<reflink idref="bib35" id="ref186">35</reflink>]; Liu et al., [<reflink idref="bib41" id="ref187">41</reflink>]; McCallum et al., [<reflink idref="bib45" id="ref188">45</reflink>]). The responsibility for wellbeing therefore needs to be understood as collective work and shared between teachers and with their leaders, not the explicit domain of one or the other. Such a shared focus situates the teacher as the focal point of attention and activity while providing conceptual support to examine the complex forces shaping wellbeing.</p> <p>Future research and practice needs to consider how responsibility can be collectively shared across multiple sectors, policies, organisations and communities to prioritise teacher wellbeing (McCallum & Price, [<reflink idref="bib44" id="ref189">44</reflink>]). While there might be a place for training to build capacity and teachers' ability to cope within the workplace, equal attention needs to be paid to the nature of the conditions in which teachers are expected to work, and how they are currently changing. This allows for a broader perspective and to build bridges for interventions that enable, encourage and establish positive relationships and strategies to effectively promote wellbeing, develop mindsets and behaviours to support teachers through challenging times, and to provide professional communities to build social capital (Ainsworth & Oldfield, [<reflink idref="bib3" id="ref190">3</reflink>]; McCallum & Price, [<reflink idref="bib42" id="ref191">42</reflink>]; Roffey, [<reflink idref="bib58" id="ref192">58</reflink>]).</p> <hd id="AN0163408281-18">Conclusion</hd> <p>The complexity for teachers to establish and maintain wellbeing is clear. A focus on nurturing individual strategies and personal capacities sits alongside the challenges of contextual and system issues that exacerbate the struggle. School leaders are well positioned to address some of these underlying, systemic barriers within their schools to allow teachers and leaders to move beyond short-term band-aid solutions and towards building long-term bridges to sustainable wellbeing; these are bridges that maintain dependability in the face of faultand effectively provide a union between different realms, the passing of ideas, connecting people in different places and linking opportunities for help.</p> <p>Considering the competing demands, the fragmented approaches to wellbeing, and the challenges involved in maintaining and sustaining teacher wellbeing, the objectives of teacher wellbeing are grand challenges that need thoughtful solutions, and as such require collaboration and a strategic individual, relational and contextual approach. Without a strategic approach any initiative appears as a band-aid support and a short-term fix, rather than a strategic collective approach to cultural and system change aimed at building bridges to ensure teachers flourish (McCallum & Price, [<reflink idref="bib44" id="ref193">44</reflink>]). Cultural change is needed to prioritise and commit to teacher wellbeing across systems, professional associations, organisations, communities and government departments (McCallum & Price, [<reflink idref="bib43" id="ref194">43</reflink>]). Approaching wellbeing as a shared responsibility and cultural shift creates opportunities for schools, related sectors and government to work in partnership with relevant authorities, policymakers and professional associations to keep wellbeing a key feature of teacher preparation, induction, mentoring, and professional learning.</p> <hd id="AN0163408281-19">Limitations and future research</hd> <p>This scoping review did not extend to teacher resilience or burnout, and this may have excluded other studies that could provide further understanding of factors that influence teacher wellbeing. Selection processes also excluded literature relating to kindergarten, early years, tertiary teaching and grey literature, and the inclusion criteria of English as sole publication language.</p> <p>The paucity of literature and research on teachers' perspective on form, predictors and consequences of teacher wellbeing and a striking absence of research on teacher wellbeing in international schools highlights a gap in the research. Contextual factors within these unique school settings, such as political and cultural influences, are not commonly identified in the literature. The contemporary contexts in which schools exist are rapidly changing in response to economic, social and political factors, triggered by a global response to the pandemic and widespread threats to health and wellbeing. This exacerbation of existing and introduction of new risks to teacher wellbeing necessitates further research.</p> <p>Future research would also allow for exploration of the interplay between individual, relational and contextual factors as predictors of teacher wellbeing. Each factor is influential and interdependent, meaning the influence of one factor is likely to impact others. This necessitates an enhanced understanding of how teacher wellbeing is responsive to each factor, individually and collectively. Insights gained within these complex contexts, while unique and reflective of the pressures and realities of international schooling, may be transferable within other contexts looking to align wellbeing-promoting resources and strategies for building strong bridges.</p> <hd id="AN0163408281-20">Disclosure statement</hd> <p>The authors report there are no competing interests to declare.</p> <ref id="AN0163408281-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref25" type="bt">1</bibl> <bibtext> Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40 (8), 99 – 114. https://doi.org/10.14221/ajte.2015v40n8.6</bibtext> </blist> <blist> <bibl id="bib2" idref="ref8" type="bt">2</bibl> <bibtext> Aelterman, A., Engels, N., Van Petegem, K., & Pierre Verhaeghe, J. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hartcher%2C+Karen%22">Hartcher, Karen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1994-9753">0000-0003-1994-9753</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chapman%2C+S%2E%22">Chapman, S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7474-0277">0000-0002-7474-0277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Morrison%2C+C%2E%22">Morrison, C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8382-0666">0000-0002-8382-0666</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Cambridge+Journal+of+Education%22"><i>Cambridge Journal of Education</i></searchLink>. 2023 53(3):329-356.
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  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ecological+Factors%22">Ecological Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink><br /><searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink><br /><searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0305764X.2022.2155612
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0305-764X<br />1469-3577
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1385373
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1385373
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0305764X.2022.2155612
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 329
    Subjects:
      – SubjectFull: Ecological Factors
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teaching (Occupation)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Collegiality
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Europe
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: United Kingdom
        Type: general
      – SubjectFull: Canada
        Type: general
      – SubjectFull: Finland
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Hong Kong
        Type: general
      – SubjectFull: Iran
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hartcher, Karen
      – PersonEntity:
          Name:
            NameFull: Chapman, S.
      – PersonEntity:
          Name:
            NameFull: Morrison, C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0305-764X
            – Type: issn-electronic
              Value: 1469-3577
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Cambridge Journal of Education
              Type: main
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