Data Sheet 1_From passion to pressure: exploring the realities of the teaching profession.pdf

IntroductionTeacher retention, workload, and the intention to leave the profession have become growing concerns in education, highlighting the need for a holistic approach to teacher occupational well-being.
MethodsThis study employed a sequential explanatory mixed methods design to investigate factors influencing teacher well-being. A cross-sectional quantitative survey (n = 247) examined teachers’ perceptions of occupational well-being, while phenomenological qualitative interviews (n = 21) explored their workplace experiences. Using the OECD teacher occupational well-being framework, quantitative and qualitative data were integrated to identify key determinants of well-being and potential strategies for improvement.
ResultsFindings revealed that teachers with strong self-efficacy and social support experienced higher job satisfaction and fewer psychosomatic symptoms, whereas increased stress levels led to greater health-related issues. Male teachers reported fewer psychosomatic symptoms than female teachers, while experienced teachers exhibited higher stress levels. Early-career teachers and junior-grade classroom teachers were more likely to consider leaving the profession, with larger class sizes contributing to greater stress and burnout. Workplace stress, student intimidation, and verbal abuse were positively associated with psychosomatic symptoms, while addressing parent or guardian concerns correlated with improved cognitive and social well-being. Lack of support was a major contributor to stress, burnout, and job dissatisfaction, whereas strong social support networks alleviated these issues.
ConclusionThe study underscores the importance of ongoing leadership support and well-being-centered policies in fostering teacher occupational well-being and improving retention, particularly among early-career educators. These findings provide valuable insights for school administrators, policymakers, and educators to develop targeted strategies that create a supportive and sustainable teaching environment.

引言：教师留存率、工作负荷与离职意向已成为教育领域日益凸显的关切议题，凸显了从整体视角探究教师职业福祉的必要性。
研究方法：本研究采用序列解释性混合研究设计，探究影响教师职业福祉的相关因素。本研究首先通过横断面定量调查（样本量n=247）分析教师对职业福祉的认知，同时辅以21例现象学质性访谈，深入挖掘教师的职场体验。本研究依托经济合作与发展组织（OECD）教师职业福祉框架，整合定量与质性数据，以识别教师职业福祉的核心决定因素及可行的优化策略。
研究结果：研究结果显示，拥有较强自我效能感与社会支持的教师，其工作满意度更高，心身症状更少；而压力水平升高则会引发更多健康相关问题。男性教师报告的心身症状少于女性教师，教龄较长的教师压力水平更高。入职初期教师与低年级任课教师更倾向于考虑离职，班级规模过大会加剧压力与职业倦怠。职场压力、学生恐吓与言语辱骂与心身症状呈正相关，而妥善回应家长或监护人的关切则有助于提升认知与社会福祉。支持不足是引发压力、职业倦怠与工作不满的主要因素，而完善的社会支持网络则可缓解上述问题。
研究结论：本研究强调了持续的管理支持与以福祉为核心的政策，对于提升教师职业福祉与留存率的重要意义，尤其针对入职初期的教育工作者。本研究结果可为学校管理者、政策制定者与教育工作者提供宝贵参考，助力其制定针对性策略，以构建支持性且可持续的教学环境。