A Comprehensive Systematic Review on the Multifaceted Factors Influencing Teacher Flourishing

Florence Yulisinta, Bernadette Narulina Setiadi, E. Suci
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Abstract

Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.
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关于影响教师幸福的多方面因素的全面系统综述
教师的蓬勃发展涵盖了广泛的幸福感,包括享乐型(以快乐为基础)和幸福型(以意义为基础)的满足感。在文献综述中,我们提供了一个简明的概述,包括定义、预测因素、中介因素和结果。根据 PRISMA 协议,本综述分为四个阶段:识别、筛选、资格评估和纳入相关研究。此外,检索策略侧重于蓬勃发展、幸福感和测量工具,充分利用了 EBSCO Host、Proquest、Science Direct 和 DOAJ 等数据库。根据 PRISMA 声明,系统综述方法指导最终分析,纳入了 2017 年至 2023 年间发表的 27 项研究。尽管有许多理论框架对教师的蓬勃发展进行了研究,但在研究这一概念时,需要一个更广泛接受的定义和操作框架。结果表明,多种因素影响着教师的蓬勃发展,包括个人、关系和组织因素。此外,评估还考虑了直接和间接的预测因素、中介因素和结果。新模型与整体幸福感相关,包括情感、心理、社会和精神方面,说明了这些要素之间的联系。教师、政策制定者和教育专业学者可以有效地将评估结果应用于教育环境中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Journal of Educational Research
European Journal of Educational Research Social Sciences-Education
CiteScore
3.60
自引率
0.00%
发文量
184
审稿时长
4 weeks
期刊最新文献
Turkish Language Teachers' Perspectives on Listening Skills Education in Turkey and Northern Cyprus Examining the Conceptual and Procedural Knowledge of Decimal Numbers in Sixth-Grade Elementary School Students An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning A Comprehensive Systematic Review on the Multifaceted Factors Influencing Teacher Flourishing Bibliometric Analysis of Research Developments on Differentiated Instruction
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