An International Literature Review of Teacher Well-Being

• In Event: Educator Stress, Well-Being, and Job Satisfaction

Abstract

Growing attention to factors that support teacher well-being and retention and what makes teachers stay in the field is critical. This comprehensive literature review analyzes findings from 48 studies in the past decade that have specifically focused on teacher well-being and positive-strengths-based constructs. Findings suggest that teacher well-being is a multidimensional, psychosocial construct that has been widely interpreted and defined. Factors that support teacher well-being have been identified at the personal, interpersonal, and contextual levels.

Authors

• Heather Walter, George Mason University

• Elisabeth Kutscher, The George Washington University

• Hallie Fox, The George Washington University