Teachers' well-being: A framework for data collection and analysis / Carine Viac and Pablo Fraser

Viac, Carine, author
Paris : OECD Publishing, 2020.
OECD Education Working Papers ; no.213.
OECD Education Working Papers; no.213
Government document
81 pages.
Local subjects:
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.
Fraser, Pablo.
SourceOECD (Online service)
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Restricted for use by site license.
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