Teacher well-being in public secondary schools: a scoping review with a multidimensional approach

Abstract

Abstract

Teacher well-being is a multidimensional phenomenon whose impact is reflected both in the quality of pedagogical practice and in students’ academic achievement. This scoping review examines the scientific literature published over the past decade on the well-being of secondary school teachers in public schools, identifying its determining factors, intervention strategies, and major theoretical and methodological trends. Following the PRISMA-ScR guidelines, 29 peer-reviewed scientific publications were selected from the Scopus, Web of Science, and ProQuest databases. The findings indicate that the well-being of public secondary school teachers is affected by various socio-emotional factors linked to stress, burnout, workload, lack of institutional support, and socioeconomic inequalities. Factors associated with the transcendental dimension of well-being, such as purpose and meaning in life, have been the least explored. Interventions based on mindfulness, learning communities, and activities aimed at strengthening autonomy have reported favorable results in improving teacher well-being. The review concludes that teacher well-being must be addressed through a multidimensional approach, supported by educational policies that prioritize job stability and professional recognition, thereby ensuring a healthier and more sustainable educational environment.