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Teachers’ well-being A framework for data collection and analysis


Editeur(s) :  Organisation de Coopération et de Développement Économiques (OCDE)

Date :  01/2020

 

Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project.

This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers’ occupational well-being and its linkages with quality teaching.

The core concept of this framework defines teachers’ well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers’ well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers’ well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student’ well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers’ well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers’ well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.



Télécharger le document :  https://doi.org/.../c36fc9d3-en


mot(s) clé(s) :  enseignant, cadre de l'éducation, bien-être