Teachers' Occupational Well-Being: How Much Does the School Context Matter?

• In Event: Taking a Closer Look at Teacher Stress and Burnout

Abstract

Teachers reported lower occupational well-being compared to other occupational groups especially as a result of the COVID-19 pandemic (Ma et al., 2022). The current study investigated the role that the school context plays in teacher’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Sample 1: N = 1,022; Sample 2: N = 2,886), the results of multilevel regression analyses showed low between-school variance in well-being but substantial variation in social indicators. Moreover, well-being was tendentially related to interindividual differences in the perception of social climate.

Authors

• Tabea Schulze-Hagenest, IPN - Leibniz Institute for Science and Mathematics Education

• Bastian Carstensen, Leibniz Institute for Science and Mathematics Education

• Kira E. Weber, IPN - Leibniz Institute for Science and Mathematics Education

• Thorben Jansen, Leibniz Institute for Science and Mathematics Education

• Jennifer Meyer, University of Vienna

• Olaf Koeller, Leibniz Institute for Science and Mathematics Education

• Uta Klusmann, IPN · Leibniz Institute for Science and Mathematics Education