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1、12Leveraging the Evidence on the Relationship between Teacher and Student Well-being in Learning and Teaching:A Scoping Review and Educator and Student Interviews Kimberly A.Schonert-ReichlDenise BuoteRebecca N.BaelenJoshua LovettMaryam Al-KhalafKay Thursby BourkeClaire GallowayAynsley ParkerAhmed B
2、aghdady 3Leveraging the Evidence on the Relationship between Teacher and Student Well-being in Learning and Teaching:A Scoping Review and Educator and Student InterviewsKimberly A.Schonert-ReichlUniversity of Illinois ChicagoDenise BuoteArbor Educational&Clinical Consulting Inc.Rebecca N.BaelenUnive
3、rsity of Illinois ChicagoJoshua LovettUniversity of Illinois ChicagoMaryam Al-KhalafWISE,Qatar FoundationKay Thursby BourkeUniversity of Illinois ChicagoClaire GallowayUniversity of Illinois ChicagoAynsley ParkerUniversity of Illinois ChicagoAhmed Baghdady WISE,Qatar FoundationSuggested Citation:Sch
4、onert-Reichl,K.A.,Buote,D.,Baelen,R.N.,Lovett,J.,Al-Khalaf,M.,Thursby Bourke,K.,Galloway,C.,Parker,A.,&Baghdady,A.(2023).Leveraging the evidence on the relationship between teacher and student well-being in learning and teaching:A scoping review and educator and student interviews.Qatar Foundation.4
5、Table of ContentsGLOSSARY OF TERMS CHAPTER ONE:INTRODUCTIONCHAPTER TWO:SCOPING LITERATURE REVIEW BACKGROUND,METHOD,AND RESULTSCHAPTER THREE:EDUCATOR AND STUDENT INTERVIEWS BACKGROUND,METHOD,AND RESULTSCHAPTER FOUR:CONCLUSIONS AND RECOMMENDATIONSABOUT THE AUTHORSABOUT WISEABOUT THE SEL RESEARCH LAB A
6、T THE UNIVERSITY OF ILLINOIS CHICAGOABOUT THE WELLBEING PROJECTACKNOWLEDGEMENTS DISCLAIMERREFERENCESAPPENDICES0529496981001021155Glossary ofTerms6TermDefinitionAssets A useful and desirable thing or quality;the skills,strengths,and knowledge of individuals and communities.BurnoutA syndrom
7、e conceptualized as resulting from chronic workplace stress that has not been successfully managed.It is characterized by three dimensions:feelings of energy depletion or exhaustion;increased mental distance from ones job,or feelings of negativism or cynicism related to ones job;and reduced professi
8、onal efficacy.ConceptualizationThe action or process of forming a concept or idea of something.ConstructA mental image,idea,or theory,especially a complex one formed from several simpler elements.Grey LiteratureInformation produced outside of traditional publishing and distribution channels,and can
9、include reports,policy literature,working papers,newsletters,government documents,speeches,white papers,urban plans,and so on.Eudaimonic Well-beingThe subjective experiences associated with living a life of virtue in pursuit of human excellence,growth,and meaning.Evidence-basedAny concept or approac
10、h that is derived from or informed by evidence.Hedonic Well-beingA focus on desire pleasure seeking and the presence of positive emotions and absence of negative ones.Life Satisfaction The extent to which a person positively evaluates the overall quality of their life.Job SatisfactionThe extent to w
11、hich a persons hopes,desires,and expectations about the employment they are engaged in are fulfilled.Mixed-Methods ResearchA procedure for collecting,analyzing,and“mixing”both quantitative and qualitative research and methods in a single study to understand a research problem.Positive PsychologyA br
12、anch of psychology focused on the character strengths and behaviors that allow individuals to build a life of meaning and purpose.Psychological DistressA state of emotional suffering characterized by symptoms of depression(e.g.,intense sadness)and anxiety(e.g.,feeling on edge).Qualitative ResearchRe
13、search that involves collecting and analyzing non-numerical data(e.g.,text,video,or audio)to understand concepts,opinions,or experiences.Quantitative ResearchA research strategy that focuses on the collection and analysis of numerical data.7“RADaR”Technique“Rigorous and Accelerated Data Reduction;”i
14、nvolves using tables and spreadsheets to develop tables of qualitative data to convert it into a more user-friendly format for analysis.Scoping ReviewA type of knowledge synthesis that uses a systematic approach to map existing or emerging literature on a given topic.Social and Emotional CompetenceT
15、he ability to interact with others,regulate ones own emotions and behavior,solve problems,and communicate effectively.Social and Emotional LearningInvolves evidence-based programs,practices,and policies through which children,youth,and adults acquire the competencies to recognize and manage emotions
16、,develop caring and concern for others,establish positive relationships,make responsible decisions,and handle challenging situations effectively.Well-beingEncompasses quality of life and the ability of people and societies to contribute to the world with a sense of meaning and purpose(from the World
17、 Health Organization).8Executive Summary9The crisis of childrens mental health and rising disparities in educational outcomes have become global concerns,particularly due to the surge in mental health challenges among children and youth attributed to the COVID-19 pandemic and other global events tha
18、t have caused disruptions to student learning and social and emotional well-being.Alongside the declines in the well-being of children and youth have been concomitant challenges for the teaching profession leading to discernible increases in teacher stress and burnout,potentially causing teacher sho
19、rtages worldwide.In light of these concerning trends in the well-being of children and teachers,research examining the relationship between teacher and student well-being in the context of learning and teaching is profoundly needed not only to advance science and theory but to also to inform the des
20、ign and implementation of programs and practices that allow for the creation of learning environments in which both teachers and students can thrive and flourish and reach their greatest potential.In this extensive report,we present findings from two interrelated research studies that focused explic
21、itly on exploring the relationship between teacher and student well-being in learning and teaching a topic for which many questions remain.The aim of our research is to offer a deeper understanding of these relationships in order to provide valuable insights for educators,policymakers,and other stak
22、eholders who share an investment in finding ways to improve educational experiences and opportunities for students,both in the present and in the future.Our report consists of two components:1.Scoping literature review:In our scoping literature review,we aimed to(1)synthesize existing research on th
23、e relationship of teacher well-being to student well-being and learning,(2)examine how these constructs are defined and measured,(3)assess when and where this research has taken place,(4)compile empirical findings from existing studies,and(5)pinpoint knowledge gaps for future research.A scoping revi
24、ew was chosen as our methodology in order to give a comprehensive overview of research on this topic,identify key concepts,theories,and research gaps,and provide guidance for future work.2.Interviews with educators and students:We conducted interviews with educators and students in four countries:Au
25、stralia,Canada,Colombia,and India,and with educators in Qatar.These interviews in five countries,allowed us to obtain diverse perspectives on how educator well-being affects student well-being and learning and vice versa.This research builds upon prior work conducted by Proeschold-Bell et al.(2021)w
26、ho conducted a scoping review and case studies on teacher well-being in Cambodia,Kenya,and Qatar.Our aim was to expand upon their findings,considering the increased attention to the connection between teacher well-being and student outcomes,particularly in the wake of the COVID-19 pandemic.Scoping R
27、eviewAlthough some reviews have shown associations between teacher well-being and student outcomes,our scoping review aimed to provide a more comprehensive portrait of the extant literature by incorporating both quantitative and qualitative studies and sources from the grey literature(non-peer refer
28、eed publications).This allowed us to consider various conceptualizations of teacher and student well-being.For the scoping review,we conducted an extensive search of academic databases for articles published between January 2000 through April 2023,restricted to peer-reviewed journal publications in
29、English.We reviewed the titles and abstracts,using specific search terms aligned with the core concepts:teachers,teacher well-being,students,student well-being,student learning,and schools and classrooms.Our criteria ensured the inclusion of primary research reports with empirical data from K-12 cla
30、ssroom teachers and students,conducted during school hours,while excluding certain types of publications and studies.10This process led us to 7,629 unique publications,which we thoroughly screened,resulting in the inclusion of 67 studies meeting our criteria.These studies provided a substantial body
31、 of evidence to assess the relationship of teacher well-being to and student well-being and learning.Key Findings from the Scoping Review:Our scoping review identified a noticeable increase in studies published since 2000 that investigated the relationship between teacher well-being and student well
32、-being and learning,with a peak in 2020 and 2021.The majority of these studies were conducted in the United States,followed by Canada,Australia,and the United Kingdom.The settings were predominantly public schools.In terms of research design,these studies used diverse approaches,with cross-sectional
33、 designs being the most common,followed by qualitative and longitudinal approaches.The findings revealed that teacher well-being was positively associated with both student well-being and learning.A significant portion of studies explored the relationship between teacher well-being and student well-
34、being,with the majority showing a positive association.A substantial number of studies investigated the link between teacher well-being and student learning,and these also reported a positive correlation,indicating that higher teacher well-being was linked to improved student achievement.What was no
35、ticeably absent from our review were any experimental studies showing a causal link of the relationship of teacher well-being to student well-being and learning,highlighting the need for more research in this field.Our review also highlighted a variety of definitions of teacher and student well-bein
36、g.Psychological distress and general well-being were the most commonly used terms in studies with teachers and students,respectively.This nuanced understanding of these constructs offers valuable insights into the multidimensional nature of teacher and student well-being and serves as a foundation f
37、or future research and interventions in the field of education.Educator and Student Interviews:Our inclusion of interviews in five countries emphasizes the importance of actively engaging with members of diverse educational communities in the research process to gain deeper insights into experiences
38、 more broadly.We found collaboration with educators and students to be indispensable for preventing overly generalized research outcomes.To that end,32 semi-structured interviews with educators and 22 semi-structured interviews with students,ages ten to 17 years,were conducted in five countries on f
39、our continents.The chosen countries of Australia,Canada,Colombia,India,and Qatar represent a rich tapestry of cultural,ethnic,religious,political,and geographic contexts.Our data analysis incorporated a staged process,using the Rigorous and Accelerated Data Reduction(RADaR)technique(Watkins,2017).Th
40、is approach enabled us to streamline the data into manageable tables for efficient and rapid analysis,ensuring reliability through intercoder reliability assessments.Key Findings from the Interviews:The interviews revealed the interconnected nature of educator well-being and student well-being and l
41、earning in education.Across the four countries where both educators and students were interviewed,it was evident that educator well-being significantly influenced the classroom atmosphere,student emotions,and behaviors.Positive relationships between educators and students fostered trust,safety,and s
42、upportive environments where academic engagement thrived.In contrast,lower educator well-being led to less teacher-student interaction,more negative emotions,and disruptive behaviors,resulting in less learning and enjoyment for both educators and students.In Qatar,sentiments of educators aligned clo
43、sely with educators in the other four countries.The interviews also highlighted the 11interconnectedness between educators and students.High levels of educator well-being contributed to innovative teaching techniques,a commitment to student input,advanced cognitive skill development,increased intera
44、ction,and adaptability to varying learning needs.These dynamic classroom environments sparked motivation and enthusiasm among students,enhancing the quality of the educational experience.Conversely,educators experiencing lower well-being tended to adopt a task-oriented approach,prioritizing content
45、delivery over active student engagement,leading to disengagement,passive teaching methods,educator and student and decreased enthusiasm among students.Energy contagion emerged as a central theme in our interviews,with both positive and negative energy profoundly shaping the classroom atmosphere and
46、the promotion of well-being and learning.Positive energy was characterized by enthusiasm and passion,fostering creativity,innovation,and a love of learning.In contrast,lower educator well-being resulted in negative energy adversely affecting the learning process and students feelings about their edu
47、cational experience.Student feelings about educators were notably influenced by the perceived enjoyment educators derived from teaching.When educators genuinely enjoyed their roles,students reported more positive feelings,respect,and a warm connection with them.Conversely,when educators did not appe
48、ar to enjoy teaching,students reported negative emotions and disengagement.The relationship between student well-being and educator well-being was found to be reciprocal and complex.Overall,educators felt more motivated and creative in their teaching when students exhibited higher levels of well-bei
49、ng and engagement.Balancing the needs of students with varying well-being levels presented a challenge for educators.ConclusionsThis comprehensive research explored the critical link between educator well-being and student well-being and learning.It addresses a significant gap in the existing litera
50、ture,which has become especially important in the context of the rising mental health challenges among children worldwide.This study aimed to broaden our understanding of relationshp between teacher well-being and student well-being and learning and to gain valuable insights from educators and stude
51、nts.Our goal was to to enable educators,policymakers,and others invested in education to effectively promote student well-being and learning while considering the profound impact of teacher well-being.Through a scoping literature review and educator and student interviews conducted across diverse cu
52、ltural,geographical,and educational settings,this research provides valuable insights.The scoping review reinforced the positive connection between teacher well-being and both student well-being and learning.It underscores the importance of prioritizing teacher well-being to create productive,positi
53、ve educational environments.Moreover,the interviews further highlighted the dynamic between educator well-being and student well-being and learning.They showcased how educator well-being and student well-being are synergistic,creating a positive energy contagion in classrooms,fostering enthusiasm,en
54、gagement,and a love for learning.Conversely,when educator well-being wanes,classrooms become task-oriented,leading to diminished student enthusiasm and learning outcomes.The study also emphasizes the significance of student feelings toward educators and the reciprocal influence of student well-being
55、 on educator well-being.In summary,this research underscores the critical 12importance of nurturing both educator and student well-being to create engaging,positive,and productive learning environments where both teachers and students can thrive.It provides a strong foundation for further exploratio
56、n and intervention in education,highlighting the multidimensional nature of teacher and student well-being and the potential for transformative change in educational practices and policies.RecommendationsThis study has yielded several recommendations for further research,practice,and policy to promo
57、te educator well-being and student well-being and learning:Recommendations for Research:1.Explore the Concept of Well-Being:Given the diverse definitions of well-being,further research should aim to create a comprehensive understanding of well-being in the field of education.2.Deepen Research Effort
58、s to Include Greater Diversity:Expanding research into different cultural contexts and educational systems can offer fresh perspectives and enrich the existing knowledge base.3.Include Youth Voice in Research:Actively involving youth as participants or contributors in studies exploring the relations
59、hip between educator well-being and student well-being and learning can provide invaluable insights.4.Conduct More Research that Includes Mixed Methods:Combining quantitative and qualitative approaches can provide deeper insights into the dynamics at play.5.Investigate the Causal Relationships of Te
60、acher Well-being to Student Well-being and Learning:Further research should explore causality and directionality to understand the mechanisms influencing these relationships.6.Examine Differential Impacts of Educator Well-Being on Student Well-Being:Explore whether teacher well-being has a dispropor
61、tionate impact on students with varying levels of well-being.7.Conduct More Research That Focuses On Educator Well-Being From A Positive Psychological Perspective:Studying teacher well-being from a positive perspective could provide promising insights for future research.8.Investigate the Power of E
62、nergy Contagion:Further investigations should delve into the significance of positive energy contagion within classroom environments.Recommendations for Practice:1.Disseminate the Current Body of Knowledge:Practitioners and educational stakeholders should actively disseminate the existing knowledge
63、regarding the relationship between educator well-being and student well-being and learning.2.Disseminate Evidence-Based Approaches to Mitigate Educator Burnout:Identifying and disseminating evidence-based approaches to reduce burnout among educators is crucial.3.Provide Comprehensive Wellness Educat
64、ion to Educators:Equipping educators with tools to recognize signs of burnout and stress is essential for their well-being and the well-being of students.4.Implement Evidence-Based Classroom and School-based Social and Emotional Learning(SEL)Programs that Promote Student Well-being.To promote studen
65、t well-being evidence-base program and practices that draw from the field of SEL to promote student well-being and school success need to implemented and monitored.13Recommendations for Policy:1.Implement Systematic Approaches to Monitor Educator Well-being:Policymakers should establish mechanisms t
66、o measure and monitor educators well-being to facilitate timely interventions that can promote a healthier educational workforce and high quality teaching.2.Implement Systematic Approaches to Monitor Student Well-being:Policymakers should also establish mechanisms to monitor student well-being at th
67、e population level in order to identify students strengths and challenges and to implement and monitor evidence-based interventions that promote student well-being and learning.3.Promote the Establishment of Well-being Teams in Schools to Focus on Supporting the Mental and Emotional Well-being of Ed
68、ucators and Students.These teams would be charged with fostering a positive school environment,implementing well-being practices that are culturally appropriate and evidence-based.4.Establish National/Ministry-Level Policy Standards for Teacher Certification that Include a Focus on Teacher and Stude
69、nt Well-being:As we look ahead to the future of education,there needs to be be national/ministry level standards for teacher certification requirements so that teacher preparation programs include the most recent research and pedagogy on ways to promote the well-being and social and emotional compet
70、ence(SEC)of students and teachers.By following these recommendations and building upon the findings of this research,educators,policymakers,and stakeholders can enhance the educational experience,promoting the well-being of both educators and students.Ultimately,this study lays the foundation for tr
71、ansformative changes in educational practices and policies.14Chapter One:Introduction15We recognize an urgent need to focus on understanding the relationship between teacher well-being and student well-being in learning and teaching.The present study is designed to address a gap in the field and ext
72、ends the first phase of work conducted by Proeschold-Bell et al.(2021)on teacher well-being.Specifically,this project consists of two complementary research studies exploring the relationship of teacher well-being to student well-being and learning through(1)a scoping literature review and(2)intervi
73、ews with educators in five countries(Australia,Canada,Colombia,India,and Qatar)and children and adolescent students in four countries:Australia,Canada,Colombia,and India.In the last decade,mental health challenges have been cited as the leading cause of disability and poor life outcomes for children
74、 and youth around the globe.The COVID-19 pandemic and other global disruptions have exacerbated this trend and highlighted disparities in the prevalence of mental health challenges across subpopulations of students(Luthar et al.,2021).Research studies worldwide have documented declines in childrens
75、and adolescents mental health associated with the COVID-19 pandemic(Cost et al.,2021;Jones et al.,2021;Ravens-Sieberer et al.,2020).Among adolescents aged 13 to 17,a review of COVID-19 studies has documented increases in depression,anxiety,and stress(Nearchou et al.,2020).Additionally,children and a
76、dolescents from socio-economically disadvantaged backgrounds are two to three times more likely to develop mental health conditions compared to their peers from higher socio-economic backgrounds(Reiss,2013).Similarly,the pandemic and worldwide mobilization for social justice have surfaced critical i
77、ssues related to social justice and equity that must be addressed in our education systems.The pandemic has exacerbated teacher stress and burnout and is projected to lead to a significant teacher shortage(Gadermann et al.,2021;Schmitt&DeCourcy,2022).A recent Gallup poll found that 44 percent of K-1
78、2 educators in the U.S.reported feeling that they were very often or always burned out in their jobs,making them the most burned-out workers of any industry in the United States(Marken&Agrawar,2022).Clearly,these statistics forecast an ominous future for the teaching profession.With this growing cri
79、sis of mental health and the subsequent calls to action,how do schools and educators most effectively promote student happiness,optimism,and well-being and take protective measures that mitigate adverse life events and promote positive mental health?What is the relationship between teacher well-bein
80、g and student well-being and learning?Understanding the processes that may propel children and youth away from or toward well-being and learning has recently emerged as a focus of researchers,educators,and parents.However,more research is needed to support the development and implementation of effec
81、tive preventive efforts that can:1)equip educators and children with the social and emotional competencies(SECs)to flourish and thrive;and 2)equip teachers with the SECs to thrive in teaching and create supportive learning environments that promote student well-being and foster learning and more equ
82、itable and inclusive learning environments(Jagers et al.,2019).Teachers are the engine that drives the promotion of student well-being and learning in classrooms and schools(Schonert-Reichl,2017,2019).Initial research indicates that teacher well-being plays an important role in influencing student w
83、ell-being and the learning context(Jennings&Greenberg,2009;Oberle&Schonert-Reichl,2016).It should come as no surprise that,like students,teachers reported increased levels of stress over the past decade(Markow et al.,2013),and rising mental health challenges throughout the pandemic.For instance,in a
84、 2020 survey with over 5,000 teachers across the United States,researchers found most teachers reported feeling anxious,fearful,worried,overwhelmed,and sad(Cipriano&Brackett,2020).We see joint efforts geared toward supporting the well-being of teachers and students as an effective approach to addres
85、sing the rising trends in mental health challenges and to building optimal learning environments for students to develop,thrive and feel fully included.16Despite the research noted above,limited attention has been given to how teachers impact the development of student well-being;nor has research ex
86、plored how teacher well-being impacts student learning.Little research has tested the impacts of programming designed to develop teacher well-being on student outcomes and/or whether these teachers are more capable of creating inclusive classroom environments that foster equitable educational outcom
87、es(Schonert-Reichl,2017).Failure to understand the role of teachers in cultivating student well-being and learning and the lack of insight on how best to support teacher well-being has led to a gap in knowledge regarding whether and how best to promote student well-being and learning and a classroom
88、 climate that supports their well-being and learning.More insight into these aspects is important in guiding theory and research regarding the promotion of well-being among students and teachers in learning and teaching.Research also suggests that teachers with inadequate well-being may be more pron
89、e to experiencing a“burnout cascade,”with negative implications for students(Jennings&Greenberg,2009).For example,teachers who experience higher levels of burnout are more stressed,less effective in teaching and classroom management,less connected to their students,and less satisfied with their work
90、(Dicke et al.,2014;Maslach et al.,2001).In addition,higher rates of teacher burnout impair students abilities to regulate stress(Oberle&Schonert-Reichl,2016),and negatively impact student behavior in the classroom,and academic achievement(Osher et al.,2007).Conversely,teachers who report higher leve
91、ls of well-being also report greater use of practices that promote student well-being and learning(Hamilton&Doss,2021).The current educator well-being and student well-being and learning project was made possible with funding from the World Innovation Summit for Education(WISE),an initiative of Qata
92、r Foundation for Education,Science and Community Development.There were three aims of this project.The first was to conduct a scoping literature review to identify recommendations for teacher and student well-being in learning and teaching.The second aim was to better understand perspectives on the
93、link between educator well-being and student well-being and learning through interviews with educators in Australia,Canada,Colombia,India and Qatar,and with students in Australia,Canada,Colombia,and India.The third aim was to critically consider the interview and scoping review findings to identify
94、ways,strongly supported by evidence,to support educator and student well-being in learning and teaching and to make recommendations based on these.The four overarching research questions that guided this research were:1.How is educator well-being related to student well-being?2.How is educator well-
95、being related to student learning?3.How is student well-being related to educator well-being?4.How is student well-being related to educator teaching?Contexts of the five countriesTo learn more about the link between educator well-being and student well-being,and better understand experiences around
96、 the globe,we engaged with educators and students from diverse contexts.Specifically,we conducted interviews with educators in five countries:Australia,Canada,Colombia,India,and Qatar,as well as interviews with students in four countries:Australia,Canada,Colombia,and India.Including the voices of st
97、udents who are directly impacted by educator well-being was deemed critical to deepen our understanding.These five countries offered opportunities to view diverse critical issues related to educator and student well-being in learning and teaching.What follows is an overview of each country,including
98、 specific information about the educational setting from which educator and student interview participants were drawn.17AustraliaAs the sixth-largest country by land mass,Australia has a comparably small population of approximately 26 million.The population is diverse,with more than 270 ethnic and c
99、ultural ancestries(Australian Bureau of Statistics,2023;The Australian Human Rights Commission,2014).Three percent of Australias population are Aboriginal and Torres Strait Island peoples,the original inhabitants of the country.Although Australia technically has no official language,English is the d
100、e facto national language.In addition to English,there are more than 250 indigenous languages in Australia;efforts are being made to maintain,preserve and promote these indigenous languages.The system of government is a federal parliamentary democracy under a constitutional monarchy.The federal gove
101、rnment shares some powers with the six states and two internal territories.Although education is a shared responsibility of the federal government and state and territorial governments,education in Australia is primarily regulated by state and territory governments.Australia has a standardized natio
102、nal curriculum for all schools.School is mandatory from year one(age six)to year ten(15 to 16 years old).School graduation takes place in year 12(17 to 18 years old;Australian Government Department of Foreign Affairs and Trade,n.d.).Vocational education and training are available at secondary and se
103、nior secondary schools.In 2020,Australia spent 6.1 percent of its GDP on education,putting it in the top five of the 36 countries surveyed(OECD,2022a).Overall,teachers in Australia earn an average of approximately$69,000(USD),more than the OECD average(OECD,2022a).Teacher salary is determined by yea
104、rs of experience,qualifications,and promotional levels.In 2022,approximately four million students were enrolled in 9,614 schools in Australia.In 2021,99.3 percent of children ages six to 15 years were enrolled in school(ACARA,2021).The Australian education system is highly privatized,with 35.6 perc
105、ent of students attending independent schools;this included both Catholic(19.7 percent)and Independent Schools(15.9 percent;Australian Bureau of Statistics,2023).Additionally,the proportion of private investment in Australian schools is much greater than in other Organisation for Economic Co-operati
106、on and Development(OECD)countries(nearly 40 percent compared to the OECD average of 16 percent).Public education is fully paid for by funding from the federal,state,and territorial governments.Public schools in Australia are non-denominational.Catholic and independent schools require families to pay
107、 fees for education;however,the federal government does offer some funding to offset the costs of some Catholic and independent schools.English is the main language of instruction,although some schools offer bilingual programs or programs in other languages.Schools in Australia,with few exceptions,r
108、un for six hours a day from Monday to Friday,late January/early February to mid-December every year,with five to six weeks off during their summer holidays,and two weeks off during the fall,winter,and spring.Broadly,the Australian education system is structured in the following way(Australian Govern
109、ment of Foreign Affairs and Trade,n.d.):1.Primary school:kindergarten to years 6 or 7 2.Secondary school:years 7 or 8 to Year 103.Senior secondary school:years 11 to 12Australian students performed above the OECD average in the 2018 Programme for International Student Assessment(PISA)assessment in r
110、eading,ranking 16th as well as science,ranking 17th.In mathematics,students scored in the average range,ranking 29th among 78 participating countries(OECD,2019).Overall,84 percent of adults(ages 25-64)have completed upper secondary education in Australia,higher than the OECD average(OECD,2020).18Int
111、erview site For the project interviews,educators and students were recruited from a large co-educational independent boarding and day school serving children from early childhood through to school graduation.Located in an urban area in southeast Australia,the high-performing school provides inclusiv
112、e education to a wide range of students leading to an International Baccalaureate(IB),state graduation diploma or a state applied learning certificate.Many school graduates move on to study in top universities around the world.In addition to a rich academic program,the school has a wide range of ext
113、ra-curricular activities that include sports,arts,community service,and leadership development.The school serves approximately 1,600 students,with most students coming from within the country.To support students who require financial assistance,the school has an extensive scholarship and bursary pro
114、gram.The school has a strong focus on fostering the well-being of all students so that they can flourish.Through positive education,adventure based learning,and creative teaching methods,the school focuses on fostering twenty-first century skills to develop individuals who will make a positive diffe
115、rence in the world.CanadaAs the second largest country in the world by land area,Canada has a population of 40 million inhabitants(Government of Canada,2023).The population is diverse,with more than 450 ethnic and cultural origins reported on the last census,with one in four Canadians belonging to a
116、 racialized group(Government of Canada,2021).Canadas first inhabitants,indigenous peoples,make up five percent of the population.The system of government is a constitutional monarchy and a parliamentary democracy.Canada has two official languages:English and French;government efforts are being made
117、to support the revitalization,preservation and promotion of indigenous languages.Canada has a decentralized educational system.Each of the ten provinces and three territorial governments oversees its jurisdictions accredited educational system that employs certified educators to teach the prescribed
118、 curriculum for the region.Education is further governed locally by democratically elected school boards with decision-making powers that influence school policies,financial management,and educational programming.School is mandatory for children from grade 1(age six)through to grade 10(age 16).Forma
119、l school ends at grade 11(Quebec)or grade 12(rest of Canada),after which students can choose to continue to opt for a two-year pre-university program(Quebec)or further post-secondary training or education(rest of Canada).Canada spent 5.2 percent of its GDP on education in 2020(World Bank,2022a).Conc
120、erning educator salaries,public school teachers in Canada earn an average of between$39,000(USD)for a first-year teacher to$68,000(highest salary).The range of salaries varies greatly depending on the province/territory in which a teacher works.Teacher salary is determined by the level of education
121、and years of teaching experience(Government of Canada,2020).Overall private school salaries are lower than public school salaries.Public and private educational institutions serve close to six million students in Canada from kindergarten to high school completion(grade 11 in Quebec and grade 12 in o
122、ther regions of Canada;Government of Canada,2021).Ninety-nine and a half percent of children are enrolled in elementary schools(World Economic Forum,2017).Ninety-eight percent of students continue onto secondary school.As of the 2019/2020 school year,91.8 percent of Canadian students attended public
123、ly funded schools,and 7.6 percent attended private/independent schools.The remaining students(.6 percent)were homeschooled.(Government of Canada,2021).19Public education in Canada is fully paid for through funding from each of the ten provinces and the three territories.Private schools require famil
124、ies to pay fees for education;however,in some provinces,independent schools receive partial government funding.Canadian public schools are non-denominational,except for the Catholic Public Schools,which are governed by Catholic School Boards and are fully funded by the government.English is the pred
125、ominant language of instruction in schools in Canada,except for Quebec,where French is the dominant language of instruction.French is taught as a second language throughout Canada,as mandatory for certain grades or as an elective subject.Two additional school types are offered throughout Canada(1)Fr
126、ancophone schools and(2)First Nations schools.Francophone school boards in each province/territory oversee Francophone schools that the federal and provincial governments jointly fund.Francophone schools serve Canadian students who meet one of the following criteria:have a Canadian parent whose firs
127、t language learned and still understood is French;have a parent who received their education in French;is a student who is receiving their education in French in Canada.The Francophone school system is distinct from French immersion programs in public schools,which are open to any student who would
128、like to receive their education in French,regardless of their language background.First Nations schools,fully funded by the federal government,are on First Nations reserves.The local First Nation operates these schools and serves local students belonging to the Nation.Schools in Canada,with few exce
129、ptions,run for six hours a day from Monday to Friday,September to June every year,with two weeks off during the Christmas holidays,one to two weeks off during the spring and two months off during July and AugustIn general,schools in Canada are structured as follows:1.Primary school:kindergarten to g
130、rade 72.Secondary school:grades 8 to 12Note that in some areas,there are varying structures for school composition.For example,some school districts may have middle schools(grades 6 to 8),junior high schools(grades 7 to 9)and senior high schools(grades 10 to 12).Canadian students consistently rank h
131、igh on the Programme for International Student Assessment(PISA)assessment.In the 2018 PISA testing,Canada placed 6th in reading,8th in science,and 12th in math among 78 participating countries(OECD,2019).Ninety-two percent of all adults in Canada between the ages of 25 to 64 have completed upper sec
132、ondary education(OECD,2020).Interview site Interviews with educators and students in Canada took place at a site located in the province of Ontario.Ontario has invested significant resources to address the well-being of students through School Mental Health Ontario(SMHO),a provincial implementation
133、support team that works with the Ministry of Education to develop a systematic and comprehensive approach to school mental health through providing evidence-informed resources,coaching,and training.The ultimate aim of these efforts is to enhance the quality and consistency of mental health promotion
134、(e.g.,social and emotional learning;mental health literacy training),prevention and early intervention programming(e.g.,provision of brief interventions for students with mild to moderate mental health concerns)in schools.The Ontario interviews were conducted with educators and students from a publi
135、c school board that serves students from rural and small urban communities through 23 elementary schools(Kindergarten to grade 8)and 20two high schools(grades 8 to 12).Through SMHO,the school board has invested significant resources over the past eight years in enhancing their focus on social and em
136、otional learning and trauma-informed practices throughout their schools to support student mental health and well-being.ColombiaColombia has a population of nearly 50 million,82 percent of whom live in urban areas.The International Money Fund(IMF)has identified Colombia as a developing country,accor
137、ding to its lower economic performance.The countrys overall population is diverse,with more than 87 ethnic groups and 64 spoken indigenous languages(Carroll,2020).The official language of the country is Spanish,spoken by 99 percent of the population.In some regions with significant indigenous popula
138、tions,indigenous languages are used as frequently as Spanish as the language of instruction,to preserve and promote the cultural heritage of indigenous communities.Colombias system of government is a presidential democratic republic.All students in Colombia must attend at least nine years of schooli
139、ng,with a minimum of five years in primary school(ages six to ten)and four years in secondary school(ages 11 to 14).Primary and secondary schools follow a national curriculum.After the completion of grade nine,students may continue with upper secondary school where there are different options that l
140、ead to graduation,most notably a general or vocational track(OECD,2022c).Upper secondary requires students to pay fees.In 2020,Colombia spent 4.9 percent of its GDP on education(The World Bank,2022b).The average salary of a teacher in Colombia is$11,000 USD(ERI,n.d.).With respect to salary progressi
141、on,compared to other OECD countries,Colombian teachers spend fewer years teaching to reach the upper salaries(OECD,2022c).Since 2002,the teaching profession has undergone reforms to further professionalize the workforce and raise standards for teachers entering the education system.These reforms inc
142、lude rigorous entry screening to the profession based on a standardized exam and the introduction of merit-based incentives(Brutti&Torres,2022).In 2021,approximately 9.7 million children attended basic and secondary education in Colombia(DANE,2022).Ninety-five percent of children ages six to 14 were
143、 enrolled in primary and secondary education and 75 percent of Colombian students completed secondary school(OECD,2022c).Public primary and secondary schools are run by the national government and are free to attend until grade 11.Private schools charge tuition fees and are predominately found in ur
144、ban areas and are run by private organizations,corporations and individuals as well as the Roman Catholic Church.Spanish is the predominant language of instruction in Colombia.In the public school system,most students also have some instruction in English as a second language.For education in other
145、languages,students need to attend private schools where they can be immersed in languages such as English,French,or German.Colombias academic calendar is composed of a 40-week schedule across two semesters.Schools choose between two academic calendar systems.The first academic calendar system,under
146、which the majority of schools operate,begins in February,with a four-week vacation in the summer with the school year ending in November.The second system begins in September,has a four-week vacation in December,and ends in June.Institutions can use either calendar system,as long as the minimum numb
147、er of teaching hours are met.In general,schools in Colombia are structured in the following way:1.Primary school:grades 1 to 52.Basic secondary school:grades 6 to 93.Upper secondary school:grades 10 and 11Colombian students rank below the OCED average on the Programme for International Student Asses
148、sment(PISA)assessment.In the 2018 PISA 21testing,Colombia placed 58th in reading,62nd in science,and 69th in math among 78 participating countries(OECD,2019).Thirty-one percent of 2534-year-olds completed post-secondary(tertiary)training,compared to a 47 percent average across other OECD countries(O
149、ECD,2022b).Seventy-five percent of students in Colombia attain grade 11(OECD,2022c).Interview sites Interviews with educators and students in Colombia took place in two sites.The first,located in a large urban area in southern Colombia,is a bilingual International School,accredited by the Council of
150、 International Schools(CIS)serving students from early childhood(age 18 months)to graduation(grade 12).The school offers three International Baccalaureate Programs:Primary Years Programme(PYP),Middle Years Programme(MYP)and the Diploma Programme(DP).All students go on to study at universities in Col
151、ombia or abroad.The school serves approximately 1,200 students,with 90 percent of students from Colombia and ten percent from other nationalities.The average student-teacher ratio is 8:1.The school offers numerous opportunities for students to participate in extra-curricular activities,(e.g.,music,d
152、rama,clubs),sports,and exchange programs.With a focus on educating the heart and mind,the school strives to develop responsible citizens who are caring and contribute positively to the professions they pursue and to society at large.The school promotes the values of respect,tolerance,responsibility,
153、solidarity,honesty,and justice.As a CIS-accredited school,the school is required to address student well-being and child protection challenges.Student support is tailored for each student through a psychology and learning support team.Staff receive support for school-based challenges through a schoo
154、l-based Committee for the Well-being of Workers,a committee that is required by the Colombian government.The second site,located in a small urban area in southern Colombia,is a private school of 308 students,run by a private foundation.The school serves students from preschool to grade 11,from a loc
155、al company as well as from the local community.All students are Colombian with most students attending the school through substantial fee waivers due to their familys financial background.The average student-teacher ratio at the school is 15:1.In their teaching approach,the school focuses on strengt
156、hening intellectual,social,emotional,and ethical competencies to promote the development of citizens who can achieve self-fulfillment as individuals,as social beings,and as part of the globalized world.The school promotes the values of freedom,commitment,respect,professionalism,honesty,solidarity,tr
157、ansparency,loyalty,effectiveness and justice.In addition to the regular programming,the school offers students extracurricular activities in sports and arts.The school has a strong focus on educator and student well-being and through a counselling team works with the school community to provide dire
158、ct support and ongoing educational opportunities for both students and staff to promote well-being for everyone to create an environment of healthy co-existence.The student support services provide extra,tailored support to to support the success students who have particular educational,developmenta
159、l,and economic needs.IndiaIndia is the seventh-largest country by land mass and has a population of over 1.2 billion people(The World Bank,2023).According to the last national census in 2011,there were 123 major languages.The official language in India is Hindi;however,English is a commonly spoken l
160、anguage.The country has been categorized as the worlds largest democracy with a parliamentary form of government.Its economic growth over the last decade has made India an emerging global player in the world economy.In 2022,India spent 2.9 percent of its GDP on education(Government of India:Departme
161、nt of Finance,n.d.).Teacher salaries vary widelyd in India and depend on qualifications,experience,and school type.The education system in India is 22governed by the Ministry of Education.Beginning in the 2023-2024 school year,the new National Educational Policy,based on the pillars of access,equity
162、,quality,and accountability,came into effect.With this new policy,come dramatic changes,including(India Energy Portal,2023):1.Establishment of a uniform and centralized board that will oversee education 2.Syllabus changes to promote creativity and curiosity among students through different teaching
163、methods3.New grade structure changes which include 12 years of schooling and three years of pre-school.The policy is based on the 5+3+3+4 model whereby students pass through four stages of education.Foundation(three years of preschool and two years of primary education);Preparatory stage(3rd to 5th
164、class);Middle stage(6th to 8th class);and secondary stage(9th to 12th class)4.New assessment approach which limits exams to students in the 2nd,5th and 8th classes and board exams at the end of the 10th and 10th classes.This policy change extends compulsory education from ages six to 14 to ages thre
165、e to 18.The majority(80 percent)of recognized schools at the primary stage in India are government-run or supported.In most states,grades 11 and 12 are offered at high school;however,in select states,grades 11 and 12 are part of a junior college system.The enrollment rate of Indian students at the p
166、rimary level is 99 percent,with 97 percent completing primary education.As of 2021,76.6 percent of females and 79 percent of males participated in secondary education(The World Bank,2023).Private schools have become very popular in India,however many struggled to stay open during the COVID-19 pandem
167、ic as families who lost income struggled to pay school fees,while other schools were amalgamated(Drishti IAS,2022).Just over one quarter(30 percent)of students in India attend private schools.These include Islamic madrasa schools,autonomous schools,or international schools.International schools are
168、mostly affiliated with the International Baccalaureate Program and/or Cambridge International Examination,which guide the curricula.Instruction in private schools is typically done in English,but Hindi and/or the states official language is often taught as a compulsory subject.The academic calendar
169、followed by all public schools in India begins in May or June and ends in March,with Diwali,Dussera,and Christmas holiday breaks throughout the year.Over 30 religious festivals are celebrated by a wide range of religious,linguistic,ethnic and other groups.International schools typically follow a Wes
170、tern academic calendar,beginning in August and ending in June,with breaks in November-December,and the spring.Indian students participated in the Programme for International Student Assessment(PISA)2009-2010 assessment.Students scored near the bottom of the OECD rankings;India has not participated s
171、ince that time.The literacy rate among individuals 15 years and older is 74 percent(The World Bank,2023).Among 25 to 34-year-olds in India,21 percent have a tertiary qualification(i.e.,university or higher education;OECD,2023).Interview site For the interviews,educators and students were recruited f
172、rom a co-educational independent school in the state of Haryana in northern India.The school,with approximately 500 students,uses English as the main language of instruction.Through a value-based education approach and creative learning environment that is dynamic and child-friendly,the school striv
173、es to achieve specific and measurable outcomes among students.Key goals of education are academic achievement and growth to prepare students to be in a global and connected world.The school serves children from preschool through to graduation(year 12).The average class size is 40 students.Most stude
174、nts in the school are first-generation learners.23QatarQatar is an Arab state located on the Arabian Gulf coast.As of July 2023,Qatar had a population of just over three million(Planning and Statistics Authority,2023).Qatar is composed of Qatari citizens and non-Qatari residents from all over the wo
175、rld.Although Arabic is the official language,English is commonly used in everyday communications as many non-Qatari residents come from non-Arabic-speaking backgrounds.Qatar identifies itself as a constitutional monarchy.Economically,oil and gas drive Qatars economy and have allowed for major develo
176、pment efforts and benefits for the citizens such as free education,health and social services,and public service employment opportunities.The Ministry of Education and Higher Education in Qatar has developed an education system with a clear strategy(MOEHE,n.d.).More specifically,this strategy has fo
177、cused on improving the quality of teaching and learning,increasing student attainment levels,improving the learning environment,and utilizing technology to promote student learning outcomes.The Ministry of Education provides funding,oversight,and evaluation of all public schools.Education is also ce
178、ntral to the Qatar National Vision 2030,the countrys long-term vision to build a sustainable and varied economy(Oxford Business Group,2022).Education is free from preschool to university for Qatari nationals.Education is mandatory for the primary and preparatory levels,although many students continu
179、e to secondary and higher education.Qatar spent 8.9 percent of its GDP on education in 2021(World Bank,2022).Qatar relies on an expatriate teaching workforce from other Arab countries because of the lack of Qatari teachers compared to the number of students in the country.Female and foreign teachers
180、 make up a large percentage of the teacher workforce(72.2 percent female;85.9 percent non-Qatari;Oxford Business Group,2022).There are four main types of schools:1)government(public)schools,following a national curriculum);2)international schools,following international curricula such as the Interna
181、tional Baccalaureate;3)private Arabic-language schools,following curricula approved by the Qatari Ministry of Education;and 4)community schools,which follow curricula from the home country(e.g.,India,Egypt)of their students.In the 2020-2021 school year,there were over 200 public schools and kinderga
182、rtens serving more than 126,250 Qatari and non-Qatari students(MOEHE,2020).Most public schools in Qatar are gender-segregated,though some primary schools are co-educational.There were over 320 private schools,serving approximately 200,240 students.The school year in Qatar typically begins in the ear
183、ly fall and ends in late spring.There is a two-month break that occurs in the summer between the school years.Education is divided into four main levels.1.Pre-primary:up to the age of five2.Primary:grades 1 to 63.Preparatory:grades 7 to 9 4.Secondary:grades 10-12Qatari students ranked below the OCED
184、 average on the 2018 Programme for International Student Assessment(PISA)assessment.Qatari students were ranked 60th in reading,58th in science,and 60th in math among 78 participating countries(OECD,2019).Thirty-one percent of 25 to 34-year-olds completed post-secondary(tertiary)training,compared to
185、 a 47 percent average across other OECD countries.24Interview sites The first site for the interviews,located in Doha,is an international school providing a rigorous standards-based,internationally enriched American curriculum.It is a non-profit,U.S.-accredited,PreK12 college preparatory school serv
186、ing students from early childhood(age three years)to graduation(grade 12).The school is accredited by the New England Association of Schools and Colleges(NEASC).The school offers Advanced Placement(AP)and International Baccalaureate(IB)Diploma programs,in addition to specialized courses,such as Art,
187、Music,and Drama.Most students go on to study at universities abroad,with some joining universities in Qatar.The school serves approximately 2,200 comprised of Qatari students and students from the large expatriate population in Qatar representing more than 80 countries.The school offers numerous opp
188、ortunities for students to participate in extra-curricular activities,(e.g.,music,drama,clubs,leadership development)and service-learning trips.The school also has several varsity and junior varsity teams for basketball,soccer,and other sports.The school promotes values of respect,honesty,responsibi
189、lity,and kindness and focuses on student learning in a safe,secure environment.The school is committed to diversity,equity,inclusion,and social justice and has a child protection policy in place.The school is committed to safeguarding and promoting the welfare of all students.Since most of the teach
190、ing and administration workforce of the school are expatriates,the school has in place a comprehensive on-boarding and orientation program which allows new faculty and staff to effectively navigate the challenges that come with an international move.The school provides support and consultation durin
191、g the recruitment and onboarding processes.The second site,located in Doha,is a small charitable,non-profit school established by a development agency to reduce impediments to education faced by marginalized children in Qatar,so they can be integrated into the schooling system and complete formal ed
192、ucation.The school offers a hybrid academic-vocational model delivered in the English language to non-Qatari students of both Arab and non-Arab heritage who were out of school.The school offers education in grades 7 to 13 following the British system.While the academic path is based on the Internati
193、onal Cambridge curriculum,practical,hands-on skills are developed through recognized technical and vocational qualifications such as BTEC.This is a girls-only school that aims to graduate students with occupational skills in greatest need in Qatars labor market,while simultaneously facilitating thei
194、r academic progression to higher education.The school serves girls who have had some educational gaps throughout their schooling due to financial barriers or documentation requirements of the Ministry of Education and Higher Education in Qatar.The school has approximately 330 students in grades 7 to
195、 10 and is planning to open enrollment for grades 11 and 12 in the near future.The school creates a family atmosphere of respect,tolerance,acceptance,and humility where every student can learn,grow,and reach their full potential.The school focuses on the holistic development of individuals and gives
196、 students lifelong learning experiences which will help them establish and achieve their future goals.25Chapter Two:Scoping Literature Review Background,Method,and Results 262.1 Scoping Review:Background and aimsAims The aims of the scoping review were to(1)distill the existing research literature o
197、n the relationship between teacher and student well-being in teaching and learning;(2)provide greater insight into how these constructs have been conceptualized and measured in the research;(3)establish a full understanding of where,when,and how this research was conducted;(4)synthesize empirical fi
198、ndings from this research;and(5)identify knowledge gaps in the literature to guide future research(Lockwood et al.,2019;Peters et al.,2020).Insights from this review inform suggestions for future research in the field,and help identify implications for future decision-making,especially as related to
199、 teacher well-being(Tricco et al.,2018).A scoping review methodology was chosen as the most appropriate approach for addressing these research aims;scoping reviews can provide a comprehensive overview of research on any given topic,and they can identify methodologies used to guide future research(Ar
200、ksey&OMalley,2005;Lockwood et al.,2019;Munn et al.,2018).Scoping reviews have been defined as“exploratory projects that systematically map the literature available on a topic,identifying key concepts,theories,sources of evidence,and gaps in the research”(Grimshaw,2020,p.34).Since the aims of the cur
201、rent project are“exploratory and descriptive in nature”(Peters et al.,2020,p.2122),the authors considered a scoping review the most appropriate method.Building on prior literatureThe proposed project builds on research conducted by researchers at Duke University(Proeschold-Bell et al.,2021),which fo
202、cused on the factors that underpin and promote teacher well-being and prevent work-related burnout.The rise in teacher mental health issues and burnout has coincided with an uptick in research focused on teacher well-being,its antecedents,and its consequences(Hascher&Waber,2021).In a recent scoping
203、review,Zhang and colleagues(2023),observed a rise in the volume of articles on teacher well-being over the past three decades,with 27only a handful of articles published before 2000(four percent of the total studies included in the review).The dramatic rise in the number of articles published on the
204、 topic since the onset of the COVID-19 pandemic plainly reflects heightened attention.This increase of interest in teacher well-being has revealed myriad ways of defining teacher well-being(Hascher&Waber,2021).Concepts of teacher well-being have been distinguished and addressed by the fields of well
205、-being psychology,positive psychology,the psychology of work and organizations,health research,and the field of teacher well-being specifically.Hascher and Waber(2021)observed that much of the research on teacher well-being is based on general conceptions of well-being,rather than on ones that are s
206、pecific to the challenges and demands of teaching.This suggests questions about the ways teacher well-being is typically described and defined.This work raises another question,explored qualitatively in a prior phase of this project(Proeschold-Bell et al.,2021):“To what extent does teachers own well
207、-being relate to that of students well-being and/or learning,or vice versa?”(Hascher&Waber,2021;Proeschold-Bell et al.,2021).In the first phase of this project,Proeschold-Bell and colleagues(2021)concluded that in both Cambodia and Kenya,teacher absenteeism(thought to be the result of low levels of
208、teacher well-being)had a negative impact on student learning outcomes.Teachers in Kenya also expressed that low levels of teacher well-being affected their ability to“properly deliver content and maintain healthy,positive relationships with students”(p.38).In Qatar,teachers shared the perception tha
209、t their well-being impacted their students well-being and learning,suggesting that“when they are happy,their students are happy,but when they are unhappy this may cause students to feel disconnected or distressed,thus affecting their academic performance”(p.38).However,some teachers contended that t
210、heir own well-being did not affect that of their students.This perception was grounded in the understanding that as teachers,they must separate their personal and professional life;regardless of their well-being,teachers should not allow their mood to affect their students or change the way they int
211、eract with students.Since the completion of the first phase of this project two years ago,a systematic review and meta-analysis have explored the associations between teacher well-being and student outcomes(i.e.,Madigan&Kim,2021;Maricutiou et al.,2023).In a systematic review,Madigan and Kim(2021)exp
212、lored the link between teacher burnout and student academic achievement,as well as other student outcomes(Madigan&Kim,2021).This review examined these associations through a focus on teacher burnout relying on a deficit perspective of teacher well-being,as opposed to a more comprehensive,positive ps
213、ychological,and assets-based conceptualization(e.g.,happiness,thriving,flourishing;see Collie&Perry,2019;Hascher et al.,2021;Seligman,2009).This deficit approach has been the norm historically in research on teacher well-being(Spilt et al.,2011),whereby researchers have traditionally examined teache
214、r well-being through the lens of stress and burnout or the absence of mental health symptoms such as depression and anxiety(Maricutoui et al.,2023;Spilt et al.,2011).The authors of this systematic review observed small to moderate affects of teacher burnout on student academic achievement;students t
215、aught by teachers suffering from burnout tended to perform worse academically.They found small to moderate associations between teacher burnout and student motivation,whereby the more burned out the teachers were,the less motivated the students.However,there was little evidence that teacher burnout
216、was associated with students well-being,as conceptualized by students depressive symptoms,emotional distress,or attempted suicide.28In a recent meta-analysis,Maricutoiu and colleagues(2023)took a more positive psychological and assets-based approach and examined the relations between teachers subjec
217、tive well-being and students school experience(e.g.,academic performance,academic engagement,student well-being).This meta-analysis focused solely on correlational studies of these relations and found teachers eudaimonic well-being,defined as a sense of self-efficacy,engagement in teaching and absen
218、ce of depression or anxiety,to be moderately associated with students well-being and engagement,and moderately related to the quality of teacher-student interactions.It was weakly associated with student achievement.Only three studies explored the relations between teachers hedonic well-being,define
219、d as positive emotions,life satisfaction,and job satisfaction,with student outcomes,these results were omitted from their meta-analytical calculations.Because the meta-analysis was purely correlational in scope,the authors urged for more research to explore the directionality of these associations.A
220、ddressing knowledge gaps Although these recent reviews provide promising evidence that teacher well-being is in fact related to student academic achievement,motivation,engagement,well-being,and the quality of student-teacher interactions,a more comprehensive understanding and overview of the literat
221、ure is needed.Firstly,these reviews excluded a significant portion of the existing literature on these relations,namely qualitative and mixed-methods studies.Secondly,they did not examine several key grey literature sources(e.g.,white papers,policy reports).For instance,Maricutiou et al.(2023),only
222、examined correlational studies,thereby excluding longitudinal,experimental,quasi-experimental,and qualitative studies.Thirdly,they did not review or categorize the various conceptualizations of teacher and student well-being in the included studies impeding the synthesis of findings and conclusions
223、that could be drawn about these relations.The present study used a scoping review methodology to provide a more comprehensive understanding of the landscape of research on the relations between teacher and student well-being in teaching and learning,specifically in K-12 settings.This review examined
224、 studies that employed a fuller spectrum of research designs both quantitative and qualitative and studies that were drawn from other grey literature sources.Additionally,this review examines these relationships for a broad range of well-being descriptors(e.g.,stress and thriving).A search of PROSPE
225、RO,Cochrane Database of Systematic Reviews,the Campbell Collaboration database,Open Science Framework,Joanna Briggs Institute Database of Systematic Reviews and Implementation Reports,PsychInfo,and the Education Resources Information Center(ERIC)confirmed that there were no research reviews underway
226、 at the time of our pre-registration and search that matched our efforts.292.2 Scoping review:Method Overarching approach Methodological guidance from Peters et al.(2020)informed our approach to the scoping review,as well as approaches used in scoping reviews on related topics or those with similar
227、objectives(Chan et al.,2022;Nelson et al.,2016;Proeschold-Bell et al.,2021;Stratford et al.,2020;Tudor et al.,2022;Zhang et al.,2023).The scoping review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews(PRISMA-ScR;Tricco et al.,2018).See Fig
228、ure 2.0 for the PRISMA-ScR flow diagram.A university librarian at the University of Illinois Chicago was consulted throughout the study(e.g.,for the selection of databases,solidifying search terms and search strings;Morris et al.,2016).The final scoping review protocol was pre-registered on Open Sci
229、ence Framework Registries(https:/osf.io/93vwp/).30Figure 2.0 PRISMA-ScR DiagramNotes.One record included for review contained two studies that met our inclusion criteria.Therefore,a total of 66 records were included,however,we extracted data from 67 studies.Records from databases/registers(n=8935)ER
230、IC(n=5328)PsycINFO(n=2995)PubMed(n=596)Records from other sources(n=15)Snowballing and Reverse Snowballing(n=5)Google Scholar Search(n=8)Handsearching-Google(n=2)Records removed(n=1302)Duplicates identified manually(n=12)Duplicates identified by Covidence(n=1290)Full-text records excluded:Full-text
231、records excluded:Criteria 1.Not an empirical study(n=23)Criteria 2.No examination of or emergent themes on the relations between teacher well-being and student well-being OR learning(n=123)Criteria 3.No data on,from,or about teachers (n=7)Criteria 4.No data on,from,or about students (n=20)Criteria 5
232、.Not a study in K-12 school setting(s)during established school hours(n=1)Records excluded(n=7393)Records not retrieved(n=0)Records screened(n=7633)Records sought for retri.Occupational burnout.In 14 studies,teacher well-being was conceptualized as“occupational burnout,”13 of which were quantitative studies that used a measure of teacher burnout.In 10