Wellbeing and Motivation Among Teachers
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: closed (31 January 2026) | Viewed by 4292
Special Issue Editor
Special Issue Information
Dear Colleagues,
Teaching is inherently challenging work. In addition to their core work, teachers must navigate a constellation of social, administrative, and interpersonal challenges in order to fulfil the requirements of their role. The capacity to manage these challenges adaptively and positively is vital for students, schools, and the broader educational system alike. The recognition of the importance of positive psychological functioning alongside growing concerns regarding the attrition and retention of teachers have led to significant growth in research seeking to understand teachers’ wellbeing and motivation. Prior research has sought to quantify and better understand the antecedents, processes, and outcomes of teachers’ wellbeing and motivation. Despite this growth, more work is required to better understand the individual and contextual factors which may be implicated in these processes. Accordingly, the present issue calls for submissions which expand upon the current empirical base and consider teachers’ wellbeing using diverse methodological approaches from different perspectives.
Dr. Helena Granziera
Guest Editor
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Keywords
- wellbeing
- positive psychological functioning
- resilience
- teacher motivation
- teacher emotions
- teacher burnout
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