|
Vol.13, No.3, August 2024. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Impacts of Workload on Teachers’ Well-Being: A Systematic Literature Review
Nur Yuhainis Ab. Wahab, Rafiduraida Abdul Rahman, Hanifah Mahat, Norlaile Salleh Hudin, Mohamad Rohieszan Ramdan, Mohd Norullah Ab Razak, Nor Nasriah Mohd Yadi
© 2024 Rafiduraida Abdul Rahman, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 13, Issue 3, Pages 2544-2556, ISSN 2217-8309, DOI: 10.18421/TEM133-80, August 2024.
Received: 19 February 2024. Revised: 16 June 2024.
Abstract:
This systematic literature review focuses on the elements that contribute to teachers’ workload and its impact on their well-being. In general, researchers have conducted several pertinent studies on the issue of teachers' workload, therefore it is not a particularly new one. Regretfully, the majority of past research did not include the wellbeing of teachers. Hence, the present study reviewed 15 past studies on the teacher’s workload factors and its impact on their well-being. Two databases, Web of Science and Scopus, were used for the review. Eight issues or themed emerged from the thematic analysis of this review, including 1) physical to online teaching and learning; 2) increased working hours; 3) non-teaching tasks; 4) appreciation and respect; 5) stress; 6) physical and mental condition; 7) uncertainty and 8) burnout. 22 sub-themes have emerged from the eight main topics, and several recommendations were made for the benefit of future researchers at the conclusion of this study. The findings explained the effect that cause by heavy workload which should be addressed quickly to help the educators’ well-being.
Keywords – Systematic literature review, workload, teacher, education, well-being. |
|
----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- |