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: 28 February 2025 | Viewed by 155
Special Issue Editors
Interests: teacher and principal well-being and resilience; systematic literature review; psychometric measurement
Special Issues, Collections and Topics in MDPI journals
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
