Teacher well-being in the classroom: a micro-longitudinal study

Journal article

Given the high stress and attrition rate among teachers, there is a need to expand knowledge on situational experiences that contribute to teacher well-being. We investigated the links between student lesson-specific behaviour (disruptive behaviour, engagement), teachers' lesson-specific (positive, negative) emotions, daily (morning and end-of-working), and personal general well-being of 20 Taiwanese primary school teachers using a micro-longitudinal approach. By specifying multilevel structural equation models (MSEM), we found student behaviour predicts teachers' lesson-specific emotions, and this association varied across days and teachers. Teachers' lesson-specific positive emotions predict teachers’ well-being, suggesting positive emotions can be a protective factor for teachers.

Authors: Li, P-H; Mayer, D; Malmberg, L-E

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Elsevier
• Journal: Teaching and Teacher Education
• Volume: 115
• Article number: 103720
• Publication date: 2022-04-29
• Acceptance date: 2022-03-21
• DOI: 10.1016/j.tate.2022.103720
• ISSN: 0742-051X
• Language: English
• Keywords: FFR