Citation

Gray C, Wilcox G, Nordstokke D. Can. Psychol. 2017; 58(3): 203-210.

Copyright

(Copyright © 2017, Canadian Psychological Association, Publisher University of Manitoba)

DOI

10.1037/cap0000117

PMID

unavailable

Abstract

Teachers are in a profession with high demands as they work to meet the diverse learning needs of their students. Consequently, many teachers experience high levels of stress contributing to burnout, and unfortunately, many leave the profession. Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession. Positive school climate also has the potential to contribute to teacher mental health and to provide an optimal environment to support student learning and growth. Knowledge of school climate and factors relating to teacher well-being are critical to allow for interventions to best support teachers and students in school settings. Additionally, there is a growing trend toward inclusive education practices that influences teacher well-being, student outcomes, and parent experiences. The aim of this review paper is to provide an overview of existing literature relating to teacher well-being and school climate factors in relation to student learning. Furthermore, this paper will extend findings from existing literature to provide directions for future research and applied educational practices. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Language: en