Teachers' well-being: A framework for data collection and analysis
Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2020
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| Schriftenreihe: | OECD Education Working Papers
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project. This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers' occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers' well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers' well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers' well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student' well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers' well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers' well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire |
| Beschreibung: | 1 Online-Ressource (81 Seiten) |
| DOI: | 10.1787/c36fc9d3-en |
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| spelling | Viac, Carine Verfasser aut Teachers' well-being A framework for data collection and analysis Carine Viac and Pablo Fraser Paris OECD Publishing 2020 1 Online-Ressource (81 Seiten) txt rdacontent c rdamedia cr rdacarrier OECD Education Working Papers Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project. This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers' occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers' well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers' well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers' well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student' well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers' well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers' well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire Education Fraser, Pablo ctb https://doi.org/10.1787/c36fc9d3-en Verlag kostenfrei Volltext |
| spellingShingle | Viac, Carine Teachers' well-being A framework for data collection and analysis Education |
| title | Teachers' well-being A framework for data collection and analysis |
| title_auth | Teachers' well-being A framework for data collection and analysis |
| title_exact_search | Teachers' well-being A framework for data collection and analysis |
| title_exact_search_txtP | Teachers' well-being A framework for data collection and analysis |
| title_full | Teachers' well-being A framework for data collection and analysis Carine Viac and Pablo Fraser |
| title_fullStr | Teachers' well-being A framework for data collection and analysis Carine Viac and Pablo Fraser |
| title_full_unstemmed | Teachers' well-being A framework for data collection and analysis Carine Viac and Pablo Fraser |
| title_short | Teachers' well-being |
| title_sort | teachers well being a framework for data collection and analysis |
| title_sub | A framework for data collection and analysis |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/c36fc9d3-en |
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