Methods used to evaluate teacher well‐being: A systematic review.

Teacher stress, burnout, and attrition are well‐documented problems that have been amplified as a result of the COVID‐19 pandemic. Recent efforts to study and improve teacher well‐being in response to such high levels of burnout are promising. However, the field continues to lack a unified definition of teacher well‐being and consistent use of tools with which to measure teacher well‐being. These inconsistencies may limit the ability to compare interventions and improve teacher well‐being over time. Clarifying how teacher well‐being is defined and operationalized can enable others to understand what a particular intervention or study does or does not improve. This systematic review explored 97 studies of teacher well‐being and documented tools used to measure the construct. The studies reviewed relied on a wide variety of instruments, ranging from mental health tools to subjective well‐being and teacher efficacy measures, with few using specific Teacher Well‐Being Scales. Findings suggest the need for more uniform approaches to measurement and the need for a clearly articulated definition of teacher well‐being that is distinct from stress or burnout. Researchers recommend the use of a multifactor scale that includes elements of teacher efficacy, school support, workload and time pressure, and job satisfaction. Practitioner points: Teacher well‐being is a complex construct that has been measured using a wide variety of well‐being scales.Researchers recommend using indicators of teaching efficacy and job satisfaction, school‐level support, and workload pressure to approximate well‐being.A uniform definition articulated by teachers themselves is needed. [ABSTRACT FROM AUTHOR]