Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload

doi:10.3390/su15075804

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 期刊論文 > Item 987654321/122987

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題名:	Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload
作者:	Pan, Hui-Ling Wendy;Chung, chih-hung;Lin, Yi-Chun
關鍵詞:	student behavior workload;teacher autonomy;teacher training preparedness;teaching and learning international survey (TALIS);teaching workload;well-being;teacher workload
日期:	2023-03-27
上傳時間:	2023-04-28 16:35:53 (UTC+8)
出版者:	MDPI
摘要:	Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining the role of teacher workloads in the relationship between teachers’ resources and teacher well-being. The study used data from Taiwanese lower secondary school teachers in the TALIS 2018 survey and conducted a structural equation modeling analysis. The results showed that teacher training preparedness had a direct positive effect on well-being and an indirect effect that was mediated by teaching and student behavior workloads. On the other hand, teachers’ perceived autonomy did not have a direct impact on well-being but was indirectly related to well-being through the teaching workload. Additionally, the study found that teaching and student behavior workloads were negatively associated with well-being. By incorporating workload as a mediator, this study offers new insights into the complex relationship between job demands, resources, and well-being in the teaching profession.
關聯:	Sustainability 2023, 15(7), 5804
DOI:	10.3390/su15075804
顯示於類別:	[教育科技學系暨研究所] 期刊論文

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