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- Vol 6 RE: Chapters 4, 6, App E
workplace demandsworkplace resourcesoccupational wellbeingteacher engagementteacher exhaustionperson-centred analysisprofessional voiceteaching self-efficacyJournal article Evidence summaryAt a glance
Collie and colleagues examine how combinations of workplace demands and resources are associated with teachers’ occupational wellbeing. Using TALIS 2013 data from 6,411 teachers in 369 Australian schools and 2,400 teachers in 154 English schools, they model profiles based on barriers to professional development, disruptive student behaviour, teacher collaboration, input into decision-making, and teaching self-efficacy.
Key ideas
The person-centred approach shows that demands and resources cluster in meaningfully different patterns rather than operating as isolated variables. Teachers in profiles with stronger resources and fewer demands generally report more positive work-related outcomes, including greater engagement and lower exhaustion or disengagement, while demanding conditions combined with limited resources are less favourable. School context also contributes to how profiles are distributed. The study is observational and based on self-report, so it does not establish that collaboration or decision input causes wellbeing.
Why it matters
Its practical implication is that supporting teachers requires coordinated attention to workload-related pressures, professional voice, collegial resources, and confidence, not a single generic wellbeing intervention.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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