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Tn2 Issue 2 By Trinity News
Department of Education Policy and Leadership, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong, China
This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.
Teacher well-being (TWB) is essential not only for teachers themselves [1] and their schools [2], but also for the future society [3]. Although there are ongoing debates about the definitions of well-being, one early definition from the World Health Organization [4] seems to be widely cited: “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (p. 2). Taken from the positive psychology literature, Van Petegem et al. [5] defined TWB as “a positive emotional state that is the result of a harmony between the specific context factors on the one hand and the personal needs and expectations towards the school on the other hand” (p. 34). Studies in the field of TWB have been reviewed and the definition synthesized as “an individual sense of personal professional fulfilment, satisfaction, purposefulness and happiness, constructed in a collaborative process with colleagues and students” [6] (p. 102). Teachers have frequently experienced a wide range of changes, challenges, complexities, and adversities in their everyday lives. With increasing demands for academic accountability and academic emphasis, scholars and stakeholders have been keener to dig into what school teachers should give their priority to, such as improving teaching quality and student outcomes. However, teacher well-being is believed to have been sacrificed in the current priorities [7, 8]. Therefore, promotion of TWB has become one key solution to maintaining and enhancing quality education, as well as contributing to the sustainable development of teachers, students, schools, and even a society aiming to be a ‘wellness society’ which incorporates constant change and unprecedented uncertainties for a better world [3, 9].
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A good sign is that studies on TWB have blossomed in the past two years. However, so far, the main contributors in this field have originated from Western countries [7]. In the absence of a critical mass of literature from other contexts (e.g., Asia), educational professionals, academics, and policymakers may have inadequate understanding of how TWB has evolved and is applied outside of the mainstream contexts (e.g., West). As a result, in non-Western contexts, there is insufficient knowledge and ability for policy decisions and practice within teacher training and for assessment means to be adequately informed. Globalization, within the educational research sector which includes TWB, has created a tendency to ignore the social-cultural environment that, importantly, can “act as a mediator or filter to the spread of ideas and practices across the global resulting their adoption, adaptation or even rejection” [10] (p. 304). The often-dysfunctional results of policy and practice borrowed from the West and applied to the East have already been proved [11].
Many practitioners in Asian contexts have developed a concern for well-being knowledge about, and support for, the teaching profession as TWB has been considered to have been sacrificed for the sake of quality education [8, 12]. Such a necessity has been stressed by academics who have concluded in their research that teachers lack adequate preparation in their lesson planning and are not sufficiently backed by their teacher and professional training programs to cope with the different well-being problems that they might encounter both personally as well as professionally [9, 13]. It seems it is an appropriate time, therefore, for TWB’s knowledge base within the Asia context to be built upon and explored.
A genuinely worldwide knowledge about TWB would potentially inform and support teachers to cope with professional challenges which threaten their well-being, and help us understand how these affect individual teachers, classroom experiences, and schools, and identify possible solutions to support them. Perseverance, however, in the exploration of a research area through combining theoretical as well as empirical systematic examinations is necessary so that the gathering of relevant knowledge as well as discoveries in comprehension is enabled [14]. The tendency of employing stronger and distinct theoretical as well as methodological instruments in order for TWB to be developed has advanced over a period of time [15]. Conceptual instruments include explicitly elaborating upon as well as applying increased and varied theoretical frameworks within TWB research. Methodological innovations have been focused on using additional methodical methods in conducting studies. Through reviewing the various types of studies which are in existence within a certain field, this can be ultimately achieved [16].
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There have been to date no TWB review studies conducted within Asian countries that have focused specifically on the ways in which trends have developed in research within this field. This reported review study, therefore, had the objective of seeking to reflect the designs of construction of knowledge in TWB and the topics that have been covered within the studies, the kinds of studies and methodologies employed especially within the Asian context from 1973–2021, and the ways in which researchers and scholars have developed and worked together over the last 49 years. Such an approach has permitted the designs of scholarly advancement within the Asian context leading to the widespread and historical expansion of the TWB field to be compared. This study’s findings will result in approaches for hastening development regarding TWB research and developing capacity, in addition to producing new knowledge [14]. The research questions prepared and delivered in this explanatory review are as follows:
Five aspects are of relevance in investigating TWB in the Asian context. The first relevance is that the construct of TWB is context dependent. McCallum and Price [17] argued that well-being “is something we all aim for, underpinned by positive notions, yet is unique to each of us” as it varies with “individual, family and community beliefs, values, experiences, culture, opportunities and contexts across time and change” (p. 17). Hence, teachers from Asia may hold a different understanding of their well-being compared with their counterparts from the Western contexts. As the research on TWB has been swamped by Western studies, investigations are required from Asian countries that feature differing political, social cultural, and organizational structures. These efforts can produce connections between distinct sorts of TWB as well as contexts.
The second relevance concerns the impact of TWB on teachers themselves, their schools, and society. TWB has been shown to influence individual teachers, particularly their professional values [18], meaning of work [19], their social relations [18], work contentment [20], lifelong learning [21], burnout [22], work commitment [23], and job performance [24]. Moreover, TWB has played a vital role in flourishing schools in the form of teaching improvement, student outcomes, school effectiveness, and educational governance [9, 13, 25, 26]. From a systemic perspective, teachers influence their students, which then affects school well-being and wider communities [3].
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The third relevance is the alarming current situation of TWB. Recent review studies on TWB have revealed that teacher occupational well-being is at risk worldwide due to the high burden of the teaching profession, increasing academic accountability, challenging societal demands on teachers, and complex management mechanisms [7, 27, 28]. Teachers in Asia are not an exception and, possibly, the state of TWB there since the pandemic has become even worse. Choy [29] reported that teachers from Hong Kong rated their level of work-related stress at 6.97 out of 10 during the coronavirus pandemic, up from
There have been to date no TWB review studies conducted within Asian countries that have focused specifically on the ways in which trends have developed in research within this field. This reported review study, therefore, had the objective of seeking to reflect the designs of construction of knowledge in TWB and the topics that have been covered within the studies, the kinds of studies and methodologies employed especially within the Asian context from 1973–2021, and the ways in which researchers and scholars have developed and worked together over the last 49 years. Such an approach has permitted the designs of scholarly advancement within the Asian context leading to the widespread and historical expansion of the TWB field to be compared. This study’s findings will result in approaches for hastening development regarding TWB research and developing capacity, in addition to producing new knowledge [14]. The research questions prepared and delivered in this explanatory review are as follows:
Five aspects are of relevance in investigating TWB in the Asian context. The first relevance is that the construct of TWB is context dependent. McCallum and Price [17] argued that well-being “is something we all aim for, underpinned by positive notions, yet is unique to each of us” as it varies with “individual, family and community beliefs, values, experiences, culture, opportunities and contexts across time and change” (p. 17). Hence, teachers from Asia may hold a different understanding of their well-being compared with their counterparts from the Western contexts. As the research on TWB has been swamped by Western studies, investigations are required from Asian countries that feature differing political, social cultural, and organizational structures. These efforts can produce connections between distinct sorts of TWB as well as contexts.
The second relevance concerns the impact of TWB on teachers themselves, their schools, and society. TWB has been shown to influence individual teachers, particularly their professional values [18], meaning of work [19], their social relations [18], work contentment [20], lifelong learning [21], burnout [22], work commitment [23], and job performance [24]. Moreover, TWB has played a vital role in flourishing schools in the form of teaching improvement, student outcomes, school effectiveness, and educational governance [9, 13, 25, 26]. From a systemic perspective, teachers influence their students, which then affects school well-being and wider communities [3].
Hoos Career Guide:
The third relevance is the alarming current situation of TWB. Recent review studies on TWB have revealed that teacher occupational well-being is at risk worldwide due to the high burden of the teaching profession, increasing academic accountability, challenging societal demands on teachers, and complex management mechanisms [7, 27, 28]. Teachers in Asia are not an exception and, possibly, the state of TWB there since the pandemic has become even worse. Choy [29] reported that teachers from Hong Kong rated their level of work-related stress at 6.97 out of 10 during the coronavirus pandemic, up from
