Teacher Well-Being

Teacher Well-Being / Summary Framework

Summary Framework

Now you can see the complete picture of how Teacher Identity, Teacher Motivation and Teacher Well-Being interconnect and how they can affect students positively and negatively.

 

Teacher Identity, Motivation and Well-Being Framework

Definition

Possible Positive Implications

Possible Negative Implications

Teacher Identity

The personal and cultural characteristics and experiences of teachers.

Remember: Teachers are diverse men and women with varied experiences that brought them to teaching. They have their own priority needs, desires and expectations.

  • Teachers may have a strong desire to learn and develop themselves.

  • Teachers may have been nominated by the community, have a deep understanding of the cultural and socio-economic context and form positive relationships and status with parents, children, youth and community leaders.

  • Teachers may have joined the profession without a strong desire for teaching or promoting the protection and development of children and youth.

  • Teachers often do not have professional identity as a teacher.

Teacher Motivation

The different professionally related factors within the school context that encourage or discourage teachers in their work.

+ Positive factors may help them feel happy, satisfied and proud to be a teacher. These factors sustain them when difficulties arise.

- Negative factors make teachers feel frustrated, unmotivated and professionally isolated and unsupported.

  • Teachers may be motivated by other factors, such as a desire to help their community or to be a community leader.

  • Teachers may be encouraged through participatory approaches to training and management that respect and value their skills and experience.

  • Support from colleagues, an opportunity to learn and participation in decision-making on school-related matters.

  • Teachers may be easily discouraged by difficult working conditions (a small or non-existent salary).

  • Teachers may be discouraged by negative attitudes (“deficit model”) from trainers and managers.

  • Lack of inclusion in decision-making processes on school-related issues.

Teacher Well-Being

The different factors outside the school context – related more to community and family – that encourage teachers in their work and sustain them when difficulties arise, and that may help them feel happy, satisfied and proud to be a teacher. Teacher well-being factors can also discourage teachers and make them feel insecure, worried, etc.

  • Being a teacher may be a source of satisfaction, comfort and empowerment to teachers – especially women.

  • Teachers may be experiencing stress and preoccupation with their own situation, meaning that they are not able to devote the time and attention necessary to meet individual student needs.

Click here for a printable version of the Teacher Identity, Motivation and Well-Being Framework.