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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.
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]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Lahdenperä%2C+Juulia%22">Lahdenperä, Juulia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Postareff%2C+Liisa%22">Postareff, Liisa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Mar2026, Vol. 70 Issue 2, p249-265. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191614639
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      – Type: doi
        Value: 10.1080/00313831.2025.2468182
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        Text: English
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        PageCount: 17
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Teachers
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      – SubjectFull: Quantitative research
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Teacher education
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              Text: Mar2026
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