A Comprehensive Systematic Review on the Multifaceted Factors Influencing Teacher Flourishing

5/10/2024 12:00:00 AM

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Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic
(meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions,
predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages:
identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on
flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line
with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published
between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely
accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher
flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect
predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and
spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within
educational settings by teachers, policymakers, and scholars specializing in education.

Keywords: Flourishing, teacher, mental health, systematic literature review, well-being.

Full paper:
Yulisinta, F., Setiadi, B. N., & Suci, E. S. T. (2024). A comprehensive systematic review on the multifaceted factors
influencing teacher flourishing. European Journal of Educational Research, 13(3), 1335-1351. https://doi.org/10.12973/eu-jer.13.3.1335 

Editor :
Robertus Riko Rianto