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CONCEPTUAL ANALYSIS article

Front. Educ.

Sec. Mental Health and Wellbeing in Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1535497

This article is part of the Research TopicInteractions and Intersections in Education: Challenges and Trends to foster Learning and WellbeingView all 17 articles

Embracing Variety: How Different Perceptions of Teacher Wellbeing Can Contribute to Enhanced Work Experiences

Provisionally accepted
  • University of Erfurt, Erfurt, Germany

The final, formatted version of the article will be published soon.

Introduction The field of teacher wellbeing research is marked by a wide array of conceptual frameworks. These range from unidimensional models focused on stress or burnout to multidimensional models that encompass both positive and negative aspects. Some frameworks are adapted from work psychology, health psychology, or positive psychology, while others are specifically designed for the teaching profession. This diversity has been criticized for making it difficult to reach a consensus and compare findings, which limits the development of a clear understanding of teacher wellbeing and slows progress in making improvements. As a result, there is a growing call for unified approaches, either by merging models or developing integrated ones. Methods This conceptual analysis challenges the idea that the variety of frameworks is a problem for the field. Instead, it argues that this diversity can help create practical, actionable recommendations for improving teacher wellbeing when used methodically. To illustrate this, three widely recognized multidimensional approaches to teacher wellbeing are explored: the Job Demands-Resources (JD-R) model, the PERMA model, and the concept of subjective wellbeing. Results The findings suggest that the diversity in teacher wellbeing frameworks, rather than being a hindrance, can be a valuable resource. Discussion This analysis highlights the potential of a pluralistic approach to teacher wellbeing, suggesting that diverse frameworks can complement rather than contradict one another. By drawing from multiple models, stakeholders can design flexible, context-sensitive interventions. Future research should focus on developing guidelines for selecting and combining frameworks based on specific educational settings and goals.

Keywords: teacher well-being, concept, framework, PERMA, Subjective well-being, Job Demands-Resources model

Received: 27 Nov 2024; Accepted: 04 Jul 2025.

Copyright: © 2025 Dreer-Goethe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Benjamin Dreer-Goethe, University of Erfurt, Erfurt, Germany

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