Abstract
By reviewing 82 empirical research papers on improving teachers' occupational well-being published between 2000 and 2022, this review found that most researchers have focused only on teachers' affective well-being, with particular attention paid to stress and emotional depletion, while less research has been conducted on other dimensions such as social well-being. Most interventions focused on the cognitive restructuring category and faced insufficient incorporation of technology. Based on the review results, we suggest understanding the diversity of teachers' occupational well-being and finding technological methods to optimize the effectiveness of interventions. Copyright © 2024 IEEE.
Original language | English |
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Title of host publication | Proceedings of 2024 International Symposium on Educational Technology, ISET 2024 |
Editors | Kwok Tai CHUI, Yan Keung HUI, Dingqi YANG, Lap-Kei LEE, Leung-Pun WONG, Barry Lee REYNOLDS |
Place of Publication | Danvers, MA |
Publisher | Institute of Electrical and Electronics Engineers Inc. |
Pages | 392-396 |
ISBN (Electronic) | 9798350361414 |
DOIs | |
Publication status | Published - 2024 |
Citation
Lin, Y., Wen, Y., Guan, Y., Wu, X., Cha, Y., & Liang, M. (2024). A review of intervention practices to improve teachers' occupational well-being. In K. T. Chui, Y. K. Hui, D. Yang, L.-K. Lee, L.-P. Wong, & B. L. Reynolds (Eds.), Proceedings of 2024 International Symposium on Educational Technology, ISET 2024 (pp. 392-396). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/ISET61814.2024.00084Keywords
- Teachers' occupational well-being
- Empirical intervention studies
- Systematic literature review