Teacher Well-Being and School-Level Factors Sample Clauses

Teacher Well-Being and School-Level Factors. School-level factors such as school leadership style and participation among stakeholders have also proven to have a significant influence on teachers’ occupational well-being. Still, the analysis of the role of the principal’s management style in teacher well-being has yielded contradictory results. On the one hand, Xxxxxxxx (2014) found that whether the style was bureaucratic or instructional, it had no significant impact on teacher well-being. On the other hand, administrator-teacher relationships were found to significantly influence teacher well-being, both positively and negatively (Butt & Xxxxxxxxx, 2002). To explain, Xxxx and Xxxxxxxxx (2002) found that those administrators who serve as mentors and coaches during the periods of challenges or crises that teachers experience contribute to enhancing teacher well-being at the workplace, while those who exhibit unsupportive and judgmental behaviors contribute to alienation, which consequently has a negative effect on teacher well-being. With regards to participation among stakeholders, English private sector teachers report feeling more trusted and enjoy significant autonomy over their teaching methods and classroom management. This autonomy is attributed to a lesser degree of governmental control and absence of regulations like those, which are prevalent in state schools. In contrast, state school teachers report feeling constantly managed, especially in preparation for inspections, which caused a stressful work environment (Xxxxx & Xxxxxx, 2021). Another aspect here is the relationship with parents. It is claimed that the relationship between parents and teachers are significantly shaped by mutual perceptions and attitudes, which may lead to conflicts primarily due to differing views about a child’s academic and behavioral issues. Such conflicts may happen because of the discrepancies in the perception of a child’s academic performance, teachers perceiving themselves as the sole experts on education and teachers adopting a customer service role to sustain school enrollment. Such aspects of the teacher’s role can negatively impact their subjective well-being (Handayani, 2023). To sum up, the current study examines factors influencing teachers’ occupational well-being, categorizing them into demographic variables, teacher-level and school-level factors. The review of literature has shown that demographic variables generally have minor impact on teacher well-being. Teacher-level factors include such aspe...
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