Mental Health Experiences of Teachers: A Scoping Review

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2022-04-27 DOI:10.22329/jtl.v16i1.6856
Kristen Ferguson, Melissa Corrente, I. Bourgeault
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引用次数: 4

Abstract

Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender.
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教师心理健康经验:一个范围回顾
中小学教师的心理健康问题仍然令人关注;然而,支持教师幸福感的研究不足(Parker et al.,2012;Roffey,2012),特别是从性别角度来看(Bourgeault et al.,2021)。在专业人士中,教师表现出的工作压力和倦怠程度最高。(Hakanen等人,2006年;Stoeber和Rennert,2008年)。这篇范围界定综述调查并整合了现有的关于教师心理健康、请假和重返工作岗位的研究。工作环境和个人因素/家庭环境会导致教师压力和流失,进而可能影响临时休假(Pressley,2021)。几篇文章报道了在减轻教师压力方面取得适度成功的干预措施,但没有研究评估重返工作岗位的干预措施(Ebert,2014;Kwak等人,2019)。教师所经历的压力和导致他们精疲力竭的压力是文学中最常见的叙事。该综述强调了有关教师心理健康、请假和重返工作岗位的文献中的差距,以及性别作用方面的显著差距。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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