Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n  = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presen...

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Vydané v:Psychology in the schools Ročník 60; číslo 12; s. 5041 - 5061
Hlavní autori: Denfeld, Annette‐Pascale, Canrinus, Esther T., Dalehefte, Inger Marie
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Hoboken Wiley 01.12.2023
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Predmet:
Bullying
Efficacy
Environment
Identity
Job Satisfaction
Policy making
Professional development
Professional Identity
Professional training
Psychosocial factors
Quantitative analysis
Satisfaction
Self concept
Self Efficacy
Social Environment
Student Satisfaction
Student teacher relationship
Students
Systematic review
Teacher Attitudes
Teacher education
Teacher Effectiveness
Teacher Response
Teacher Student Relationship
Teachers
Teaching
Teaching methods
Work
ISSN:0033-3085, 1520-6807
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Shrnutí:This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n  = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency of intervention in bullying situations. However, results regarding relations between general teaching efficacy or task perception and teachers' approach to bullying were inconclusive. Findings suggest that teachers' self‐efficacy and job satisfaction as identity domains play an important role in students' PSE. This information has implications for teacher education, professional development, and policymakers. A teacher's identity is relevant for their students' psychosocial environment. Research on teachers' identity and their work with the psychosocial environment is confined to bullying. A teacher's reaction in bullying situations is influenced by their job satisfaction and their sense of efficacy related to bullying situations.
Bibliografia:ObjectType-Article-2
SourceType-Scholarly Journals-1
content type line 14
ObjectType-Feature-3
ObjectType-Evidence Based Healthcare-1
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23001