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

Hui-Ling Wendy Pan (), Chih-Hung Chung and Yi-Chun Lin
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Hui-Ling Wendy Pan: Department of Education and Futures Design, Tamkang University, New Taipei 251301, Taiwan
Chih-Hung Chung: Department of Education Technology, Tamkang University, New Taipei 251301, Taiwan
Yi-Chun Lin: Center for Teacher Education, Tamkang University, New Taipei 251301, Taiwan

Sustainability, 2023, vol. 15, issue 7, 1-14

Abstract: 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.

Keywords: student behavior workload; teacher autonomy; teacher training preparedness; teaching and learning international survey (TALIS); teaching workload; well-being; teacher workload (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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