[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586909-105":59,"doc-detail-586909-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","policy-brief-centering-teacher-emotions-and-well-being-in-education-policy-practice-and-research","POLICY BRIEF - Centering Teacher Emotions and Well-Being in Education Policy, Practice, and Research","","This policy brief examines how teachers’ emotions and well-being shape education outcomes, noting that teaching is highly influential yet among the most stressful occupations, with high attrition risk. It reviews challenges including unrealistic workloads, low pay, and COVID-19–related stress and burnout. It links reduced well-being to lower professional performance, job satisfaction, and intentions to quit, while also connecting teacher emotions to student engagement, achievement, and classroom processes. It proposes multi-level supports for administrators and teacher preparation programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/policy-brief-centering-teacher-emotions-and-well-being-in-education-policy-practice-and-research/586909/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/policy-brief-centering-teacher-emotions-and-well-being-in-education-policy-practice-and-research/586909.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges contribute to teacher stress and burnout, according to the brief?","Question",{"text":112,"@type":113},"Teachers face demands that can outweigh available resources, including unrealistic workloads, low pay, and limited professional prestige. COVID-19 increased occupational stress and burnout, contributing to attrition and difficulties in recruiting and retaining effective teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do teachers’ emotions and well-being affect education outcomes?",{"text":117,"@type":113},"Barriers such as burnout and chronic stress are linked to decreases in professional performance and job satisfaction, and to greater intentions to quit. Teacher emotions are also associated with student engagement and academic achievement, and appear in classroom processes like interactions, instructional decisions, classroom quality, and behavior management.",{"name":119,"@type":110,"acceptedAnswer":120},"What actions does the brief recommend to support teachers’ emotions and well-being?",{"text":121,"@type":113},"It recommends coordinated support across multiple levels. For administrators, it suggests protecting meaningful teaching time, strengthening school climate elements such as communication and recognition, and reducing isolation through mentorship, co-teaching, collaboration time, and relationship-focused professional learning. For teacher preparation programs, it emphasizes resilience and self-efficacy development, training in mindfulness and emotion regulation, and instruction in professional communication and relationship building.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586909,1792160939,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","POLICY BRIEF  \nCentering Teacher Emotions and Well-Being in Education Policy, Practice, and Research  \nLeigh McLean, University of Delaware  \nTeachers are one of the most influential school-based figures when it comes to impacting student development. Every teacher has the potential to influence thousands of children across their career: each U. S. teacher will, on average, impact about 3,000 students during their time in the classroom.1 Yet teaching is one of the most stressful occupations, and teachers leave the field at higher rates than many other professions. With a current estimated 3.8 million teachers in the U. S. (see Footnote1), the benefits of supporting teacher well-being are abundantly clear.  \nWhat challenges do teachers face?  \nFor many teachers, the demands of the career can outweigh the resources available to meet those demands, and this maybe even more true in the context of COVID-19 . Stressors impacting teachers exist at every level of the education system, from daily challenges including unrealistic workloads to larger, systemic challenges including low pay and professional prestige. Moreover, the unprecedented challenges introduced into the education system by COVID-19 have increased occupational stress and burnout among teachers, which has not abated despite returns to in-person instruction and the widespread availability of vaccines. These factors likely contribute to high rates of attrition among teachers and to the challenges faced by under-resourced areas in recruiting and retaining effective teachers.  \nWhy do teachers’ emotions and well-being matter?  \nTeachers’ emotions and well-being have far-reaching implications for teachers themselves, for their students, and for the education system at large. Barriers to positive emotions and well-being such as burnout and chronic stress have been linked to decreases in professional performance, lower job satisfaction, and increased intentions to quit among teachers2. For students, teachers’ emotions are associated with student engagement and academic achievement, as well as with students’ own emotions3. Teachers’ well-being also surfaces in multiple important classroom processes including teacher/ student interactions, instructional decisions, classroom quality, and behavior management4.  \n1. McCain, 2023  \n2. Ferguson et al., 2012; Fernet et al., 2012; Skaalvik & Skaalvik, 2009; 2010  \n3. Ruzek et al., 2016; Skinner et al., 2008; Frenzel et al., 2009; Tam et al., 2020  \n4. Hamre & Pianta, 2004; McLean & Connor, 2018; McLean et al., 2018; McLean & Connor, 2015; Sandilos et al., 2015; Aloe et al., 2014; Li-Grining et al., 2010  \n􀃹 [https://sites.udel.edu/ppe/](https://sites.udel.edu/ppe/) | 􀆼 ppe-info@udel.edu |  @UDPPE  \nWhat can we do to support teachers’ emotions and well-being?  \nSupport for teachers must come from multiple levels of the education system for impacts to reach their full potential. Emotion-and well-being interventions for teachers, if done independently of any other supports, place the burden on teachers themselves to learn about and support their own well-being, and may actually increase teachers’ stress. Instead, a teacher-level intervention paired with efforts to improve school climate and policies that increase teacher pay and health benefits would likely be a more promising approach.  \nEducation administrators  \nFirst, education leaders can maximize teachers’ time in experiences they find most meaningful. Teachers experience the most positive emotions when engaging in direct instruction with their students5. School and district leaders can use this information to guide their decision-making about how teachers’ time is spent. For example, if a new opportunity or initiative might take away from teachers’ instruction and increase their time on administrative tasks, education leaders might decline that opportunity in favor of one that poses less burden.  \nSecond, education leaders can prioritize strengthening elements of their school’s cli","cbCaihSRn07ThhMa","https://ap.wps.com/l/cbCaihSRn07ThhMa","pdf",5724272,"English","# What challenges do teachers face?\n# Why do teachers’ emotions and well-being matter?\n# What can we do to support teachers’ emotions and well-being?\n## Education administrators\n## Teacher preparation programs","[{\"question\":\"What challenges contribute to teacher stress and burnout, according to the brief?\",\"answer\":\"Teachers face demands that can outweigh available resources, including unrealistic workloads, low pay, and limited professional prestige. COVID-19 increased occupational stress and burnout, contributing to attrition and difficulties in recruiting and retaining effective teachers.\"},{\"question\":\"How do teachers’ emotions and well-being affect education outcomes?\",\"answer\":\"Barriers such as burnout and chronic stress are linked to decreases in professional performance and job satisfaction, and to greater intentions to quit. Teacher emotions are also associated with student engagement and academic achievement, and appear in classroom processes like interactions, instructional decisions, classroom quality, and behavior management.\"},{\"question\":\"What actions does the brief recommend to support teachers’ emotions and well-being?\",\"answer\":\"It recommends coordinated support across multiple levels. For administrators, it suggests protecting meaningful teaching time, strengthening school climate elements such as communication and recognition, and reducing isolation through mentorship, co-teaching, collaboration time, and relationship-focused professional learning. For teacher preparation programs, it emphasizes resilience and self-efficacy development, training in mindfulness and emotion regulation, and instruction in professional communication and relationship building.\"}]","POLICY BRIEF - Centering Teacher Emotions and Well-Being in Education Policy, Practice, and Research | PDF",1792059949,13]