Teacher well-being in change: a quantitative analysis of schoolteachers' approaches to teaching and their teaching-related well-being during rapid shift in their work environment.
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| Title: | Teacher well-being in change: a quantitative analysis of schoolteachers' approaches to teaching and their teaching-related well-being during rapid shift in their work environment. |
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| Authors: | Lahdenperä, Juulia (AUTHOR), Postareff, Liisa (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p249-265. 17p. |
| Subjects: | Teaching methods, COVID-19 pandemic, Teachers, Quantitative research, Psychology of teachers, Teacher education |
| Abstract: | Pedagogical training often aims to solicit changes in teachers' pedagogical behaviour. However, previous studies have demonstrated that these endeavours are time-consuming and challenging. In the present study, we used the opportunity created by the COVID-19 pandemic to investigate how comprehensive schoolteachers' approaches to teaching change in response to rapid contextual changes and how these changes in teaching behaviour are connected to teachers' teaching-related well-being. Quantitative data were collected from schoolteachers in one Finnish municipality (N = 116). The results indicate that changes in pedagogical behaviour challenge teaching-related well-being, implying that teacher well-being is an important aspect to consider in teacher education and pedagogical training. Furthermore, the results demonstrate a high level of intrapersonal contextual variation in approaches to teaching, highlighting the importance of contextual perspectives in future investigations of teachers' pedagogical behaviour. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Pedagogical training often aims to solicit changes in teachers' pedagogical behaviour. However, previous studies have demonstrated that these endeavours are time-consuming and challenging. In the present study, we used the opportunity created by the COVID-19 pandemic to investigate how comprehensive schoolteachers' approaches to teaching change in response to rapid contextual changes and how these changes in teaching behaviour are connected to teachers' teaching-related well-being. Quantitative data were collected from schoolteachers in one Finnish municipality (N = 116). The results indicate that changes in pedagogical behaviour challenge teaching-related well-being, implying that teacher well-being is an important aspect to consider in teacher education and pedagogical training. Furthermore, the results demonstrate a high level of intrapersonal contextual variation in approaches to teaching, highlighting the importance of contextual perspectives in future investigations of teachers' pedagogical behaviour. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2468182 |
