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Behavioral Sciences
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Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities
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Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 30 September 2025 | Viewed by 22592

Special Issue Editors

Dr. Junjun Chen

E-Mail Website
Guest Editor
Department of Education Policy and Leadership, The Education University of Hong Kong, Tai Po, Hong Kong, China
Interests: teacher and principal well-being and resilience; systematic literature review; psychometric measurement
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. John Chi-Kin Lee

E-Mail Website
Guest Editor
Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong, China
Interests: curriculum and instruction; life and values education; geographical and environmental education; teacher education and school improvement
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues, 

Empirical evidence has shown that educators’ well-being worldwide is increasingly challenging. Occupational stress is particularly magnified today as educators attempt to deal with increasing accountability, rapid change, and unprecedented uncertainties in the digital and artificial intelligence era in addition to more regular demands, which is considered to be particularly difficult. Under these circumstances, resilience might be one of the crucial and effective means to assist educators in effectively managing and adapting to adversity and difficult situations. The existing literature has highlighted the advantages of resilience for educators in terms of their ability to rebound from, and thrive in, challenging circumstances, while achieving desirable organizational outcomes for quality education. Furthermore, some studies have found that educators’ well-being may also affect their resilience. Therefore, more attention should be paid to the mastery of relationships between the resilience and well-being of educators.

This Special Issue aims at discovering the nuanced, authentic, and complex relationships between the resilience and well-being of educators. We are seeking papers that embrace various research designs, including empirical, experimental, and neuroscience research approaches, across different educational levels including kindergarten, primary, secondary, and tertiary education. We are also open to accepting theoretical and review papers. This Special Issue is expected to bring together theoretical and practical insights to expand the knowledge base of the resilience and well-being of educators.

Dr. Junjun Chen
Prof. Dr. John Chi-Kin Lee
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher resilience
  • school leader resilience
  • teacher well-being
  • methodological design
  • theoretical framework

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Published Papers (11 papers)

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Research

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21 pages, 734 KiB  
Article
Exploring the Impostor Phenomenon Among Korean Daycare Directors: A Grounded Theory Approach
by Ji-Hyeon Choi and Young-Eun Lee
Behav. Sci. 2025, 15(5), 565; https://doi.org/10.3390/bs15050565 - 22 Apr 2025
Viewed by 131
Abstract
The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological [...] Read more.
The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological framework. Semi-structured interviews were conducted with 15 Korean daycare center directors using grounded theory methods. Analysis identified the phenomenon across cognitive, emotional, and behavioral dimensions, revealing both negative self-perceptions and strategic, perfectionism-related behaviors consistent with previous research. This study proposes a contextual model based on Bronfenbrenner’s ecological systems theory, illustrating interactions at macrosystem, exosystem, mesosystem, microsystem, and chronosystem levels, with a detailed paradigm model further explaining microsystem and chronosystem interactions. These findings contribute to clarifying and contextualizing the impostor phenomenon, particularly highlighting situational influences and strategic manifestations. This research provides a foundation for future studies in South Korean contexts and practical insights for developing targeted leadership support programs for daycare center directors. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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25 pages, 1256 KiB  
Article
Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers
by Qian Shi, Xiangdong Xu, Youwen Zhang and Bo Hu
Behav. Sci. 2025, 15(3), 366; https://doi.org/10.3390/bs15030366 - 14 Mar 2025
Viewed by 533
Abstract
In the context of the increasing digitization of education, online teachers’ competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these [...] Read more.
In the context of the increasing digitization of education, online teachers’ competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these variables in an online teaching Chinese as a foreign language (TCFL) environment. This study investigated the relationships among the digital competence, psychological resilience, and self-efficacy of online TCFL teachers via quantitative research methods. The questionnaires were administered to 610 online TCFL teachers, and the data were analyzed via structural equation modeling. The results indicate that digital competence and psychological resilience can significantly predict online teachers’ self-efficacy, and that the relationship between psychological resilience and self-efficacy can be significantly moderated by digital competence. This finding not only provides novel perspectives and insights for enhancing online teaching effectiveness, particularly in the domain of online foreign language instruction, but also complements and extends self-efficacy theory from the perspective of social cognitive theory. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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14 pages, 274 KiB  
Article
The Relationships of Workplace Spirituality and Psychological Capital with Work Engagement Among Junior High School Teachers
by Shwu-Ming Wu
Behav. Sci. 2025, 15(1), 44; https://doi.org/10.3390/bs15010044 - 4 Jan 2025
Viewed by 1420
Abstract
Engaged teachers demonstrate high levels of motivation and commitment to their work, increasing the likelihood of job retention and enabling them to perform at their best, ultimately benefiting both schools and students. Teacher engagement may be fostered by enhancing workplace spirituality and psychological [...] Read more.
Engaged teachers demonstrate high levels of motivation and commitment to their work, increasing the likelihood of job retention and enabling them to perform at their best, ultimately benefiting both schools and students. Teacher engagement may be fostered by enhancing workplace spirituality and psychological capital. This study aimed to examine the relationships between and effects of workplace spirituality and psychological capital on work engagement, while also comparing demographic differences affecting these variables. A sample of 123 teachers was recruited from various junior high schools in Taiwan. The measured variables were workplace spirituality (including meaningful work, inner life, and sense of community), psychological capital (covering efficacy, hope, optimism, and resilience), and work engagement (comprising vigor, dedication, and absorption). The results indicate that male teachers exhibited higher levels of hope and overall psychological capital, while older teachers displayed greater optimism and a stronger sense of community. Additionally, strong positive correlations were found among workplace spirituality, psychological capital, and work engagement. Particularly, workplace spirituality and psychological capital were identified as significant predictors of work engagement among junior high school teachers. The implication for school organizations is that enhancing workplace spirituality and psychological capital should be prioritized as strategies to promote work engagement among junior high school teachers. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
25 pages, 3050 KiB  
Article
A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers
by Sha Xie, Beiyi Su, Siman Yang, Jing Li and Hui Li
Behav. Sci. 2024, 14(12), 1132; https://doi.org/10.3390/bs14121132 - 25 Nov 2024
Viewed by 1018
Abstract
Emotional intelligence significantly influences various aspects of teachers’ professional and personal lives, notably affecting preschoolers’ social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, [...] Read more.
Emotional intelligence significantly influences various aspects of teachers’ professional and personal lives, notably affecting preschoolers’ social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, emotional regulation, professional well-being, and professional identity. Participants included 2069 frontline Chinese teachers (34 males, 2035 females; M = 28.64, SD = 5.98; M years of teaching = 6.88, SD = 5.29) with no leadership roles, categorized into three stages of their careers based on years of teaching experience: novice (0–3 years; n = 612), advanced beginners (4–6 years; n = 537), and competent (7–40 years; n = 920). Findings revealed that joy of teaching, role value, and professional value were identified as the most critical elements within the emotional state network of early childhood education teachers. The strongest connections in teachers’ emotional networks were found between school connectedness and joy of teaching (r = 0.474), surface acting behavior and natural acting behavior (r = 0.419), and professional value and professional behavior (r = 0.372). Furthermore, teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components. These findings deepen our understanding of the emotional state networks of ECE teachers, highlighting shared features and interconnected mechanisms, and suggest that enhancing teachers’ emotional intelligence through targeted professional development can improve both teacher well-being and preschoolers’ social–emotional outcomes. Policies that foster strong school connectedness and reduce emotional labor are key to promoting sustained joy in teaching, particularly for novice and advanced beginner teachers. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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23 pages, 952 KiB  
Article
The “Emorality” of Caring: Validation of an Empirical Model of the Moral Feelings of Affective Care in Teaching Communities
by Antonio Rodríguez-Hernández, Joaquín Sepúlveda-Aravena, Mariela Melgarejo-Coronel and Isabel Duarte Lores
Behav. Sci. 2024, 14(11), 983; https://doi.org/10.3390/bs14110983 - 23 Oct 2024
Viewed by 1162
Abstract
This article presents a study that addresses the challenge of establishing a relationship between the axiological and the affective, by validating a structural model through an assessment instrument (SEMORCUNA) that isolates the moral feelings associated with ‘affective care’. The research sample consisted of [...] Read more.
This article presents a study that addresses the challenge of establishing a relationship between the axiological and the affective, by validating a structural model through an assessment instrument (SEMORCUNA) that isolates the moral feelings associated with ‘affective care’. The research sample consisted of 222 teachers, all of whom were either in training or were active professionals in the teaching field. To achieve the research objectives, a group of experts selected a total of 11 moral sentiments, based on which Principal Component Analysis was conducted. Subsequently, Cronbach’s alpha was calculated to determine the internal consistency of the factors obtained. Confirmatory factor analysis was also performed. The results indicate that the selected feelings are part of a single factor. We conclude that all the emotional–moral experiences included in the test are empirically associated with the value of affective care. This work provides a tool to study the degree of teacher identification with the moral feelings that characterize the school as a ‘learning caring institution’, which is a fundamental condition for ensuring ‘resilient educational communities’. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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15 pages, 478 KiB  
Article
The Well-Being of Doctoral Students in Education: An Ecological Systems Perspective
by Wendan Xu, Yingxiu Li, Ronnel B. King and Junjun Chen
Behav. Sci. 2024, 14(10), 929; https://doi.org/10.3390/bs14100929 - 10 Oct 2024
Cited by 1 | Viewed by 3720
Abstract
This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities [...] Read more.
This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants’ responses. The study highlighted several salient influential factors of doctoral students’ well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students’ well-being. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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16 pages, 589 KiB  
Article
“SHIELDing” Our Educators: Comprehensive Coping Strategies for Teacher Occupational Well-Being
by Joy C. Nwoko, Emma Anderson, Oyelola A. Adegboye, Aduli E. O. Malau-Aduli and Bunmi S. Malau-Aduli
Behav. Sci. 2024, 14(10), 918; https://doi.org/10.3390/bs14100918 - 9 Oct 2024
Viewed by 1876
Abstract
Background: Teaching is a physically and mentally challenging profession that demands high emotional involvement, often leading to stress and anxiety. Understanding how teachers cope with these demands is essential for enhancing their well-being and effectiveness. Objectives: This study aimed to (1) investigate personal [...] Read more.
Background: Teaching is a physically and mentally challenging profession that demands high emotional involvement, often leading to stress and anxiety. Understanding how teachers cope with these demands is essential for enhancing their well-being and effectiveness. Objectives: This study aimed to (1) investigate personal and school-based well-being initiatives that teachers use for maintaining their occupational well-being, and (2) develop a coping strategy model that enhances teachers’ occupational well-being. Methods: This study utilised a qualitative phenomenological approach to explore the coping strategies of Australian primary school teachers. Results: The twenty-one participants interviewed employed ten diverse coping strategies classified into five personal and five school-based well-being-enabling initiatives. The personal strategies included setting boundaries, exercise and physical health, social support and interactions, mental health and mindfulness, and work–life balance. The school-based initiatives comprised supportive leadership, colleague support, flexibility and autonomy, resource availability, and proactive approaches to address challenges. A novel SHIELD model incorporating Support, Health, Interaction, Empathy, Leadership, and Development strategies was formulated as a holistic coping strategy for enhancing teachers’ occupational well-being. Conclusions: The findings highlight the necessity of a holistic approach to teacher well-being, integrating both personal and institutional support systems. Schools can enhance teacher well-being by fostering a supportive and empathetic culture, providing necessary resources, and encouraging healthy lifestyles. The SHIELD model offers a comprehensive framework for supporting teachers and improving educational outcomes. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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11 pages, 222 KiB  
Article
The Impact of Workplace Spirituality and Psychological Capital on Elementary School Teachers’ Motivation
by Shwu-Ming Wu
Behav. Sci. 2024, 14(10), 881; https://doi.org/10.3390/bs14100881 - 1 Oct 2024
Viewed by 1258
Abstract
To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary [...] Read more.
To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
17 pages, 263 KiB  
Article
Beyond Magic: Fostering Literacy Resilience in Diverse Classrooms through Home-Based Approaches
by Dolly Eliyahu-Levi
Behav. Sci. 2024, 14(9), 834; https://doi.org/10.3390/bs14090834 - 18 Sep 2024
Viewed by 1958
Abstract
The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting [...] Read more.
The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers’ reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student’s unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
16 pages, 2187 KiB  
Article
Relationships between Self-Efficacy and Teachers’ Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience
by Xiaochen Wang, Yang Gao, Qikai Wang and Panpan Zhang
Behav. Sci. 2024, 14(8), 629; https://doi.org/10.3390/bs14080629 - 23 Jul 2024
Cited by 55 | Viewed by 6175
Abstract
Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research [...] Read more.
Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers’ well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers’ well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers’ well-being and contributes significantly to the broader discourse on foreign language teacher education. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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17 pages, 2061 KiB  
Systematic Review
A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape
by Xinlin Li, Lutong Zhang, John Chi-Kin Lee and Junjun Chen
Behav. Sci. 2024, 14(12), 1179; https://doi.org/10.3390/bs14121179 - 10 Dec 2024
Viewed by 2012
Abstract
This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 [...] Read more.
This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are analysed using a descriptive quantitative approach. The analysis shows that quantitative research methods and empirical research are predominant in this field. Significant increases have been identified in qualitative and mixed-method research approaches in recent years, presaging a more balanced knowledge base in the near future. However, there has been little change in the scarcity of other research types. Meanwhile, the fragmented conceptualization of well-being, as well as its corresponding measurement, remains an outstanding issue. Overall, this review lays the groundwork for an understanding of the current trajectory of well-being research, especially with respect to ECE teachers, from a developmental perspective. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
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