Teachers' professional wellbeing - A Digital Game Based Social-Emotional Learning Intervention

Teachers worldwide experience significant stress and burnout, impacting their health and the education systems.Using a mixed-methods research approach, digital interventions on wellbeing in several European countries were evaluated, which led to tailored policy recommendations for enhancing teacher professional development and mental health.

Teachers worldwide experience significant stress and burnout, impacting their health and the education systems. Recognizing the importance of social, prosocial, and emotional skills in education adds to this complexity. The European Policy Experimentation Project Teaching to Be (2021-2024) in Austria, Italy, Latvia, Lithuania, Norway, Portugal, Slovenia, and Spain, aimed to improve teacher wellbeing through innovative professional development. A digital game-based Online Wellbeing Course and a Teacher's Handbook were developed in the project to enhance various aspects of teachers' professional wellbeing and organizational health. Using a mixed-methods research approach, it evaluated digital interventions on wellbeing, leading to tailored policy recommendations for enhancing teacher professional development and mental health.

Inhaltsverzeichnis:

Chapter 1 - IntroductionChristian Wiesner, Baiba Martinsone, Maria Therese Jensenand Kerstin Angelika ZechnerWellbeing in the teachers' profession: Theoretical Considerationsand Multi-Cultural Research in Europe .............................................................9Chapter 2 - SpainAlba Merino-Cajaraville, Carlos Ramírez-Moreno, Irene García-Lázaroand Salvador Reyes-de-CózarDefining a game-based learning proposal to work with teachers'professional wellbeing: the Teaching to Be video game.....................................35Chapter 3 - LatviaBaiba Martinsone and Aija VanagaApproaching teachers' professional wellbeing from different angles:Teachers' self-efficacy, burnout and resilience through participationin the Online Wellbeing course........................................................................55Chapter 4 - PortugalJosé Reis-Jorge, Patrícia Pacheco, Marco Ferreira, Ana Barqueiraand Isabel BaltazarSchool climate and teachers' professional wellbeing in Portugal :A School Climate Analytical Framework (SCAF).............................................81Chapter 5 - NorwayKaja Lillelien, Trond Rekstad and Maria Therese JensenDeveloping and Implementing a Cross-Cultural Digital Interventionon teachers' professional well-being in a Norwegian Context .........................107Chapter 6 - LithuaniaVilma Zydziunait and Ausra Rutkien Professional Burnout and its Relation to Self-Efficacy and Perceived Stress:The Case of Lithuanian Teachers....................................................................127Chapter 7 - AustriaChristian Wiesner, Kerstin Angelika Zechner, Sylvia Dörfler, Hannes Karrerand Beate SchrankPerspectives for unfolding well-being in the context of teacher education:Emerging well-being Insights from Theoretical Austrian Traditions................159Authors.......................................................................................................181