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PEER-REVIEWED
Review
| Published: September 27, 2024
Impact of Teachers’ Mental Health in Classroom Transactions: A Narrative Review of Literature
Research Scholar, Department of Psychology, Shri Venkateshwara University, Uttar Pradesh, India Google Scholar More about the auther
Guide, Department of Psychology, Shri Venkateshwara University, Uttar Pradesh, India Google Scholar More about the auther
DIP: 18.01.252.20241203
DOI: 10.25215/1203.252
ABSTRACT
Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing in understated in present time particularly from in gender perspective. Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job in has been highlighted in several studies yet the measures taken to rectify this concern is low. This narrative review explores the existing research on teacher mental health, burn out, and the impact of these concerns in classroom transactions. Work context and personal factors/family context contribute to teacher stress and by extension may impact temporary leaves of absence. Many research articles have recommendations on interventions but lack of implementation is significant. The amount of stress high school teachers are experiencing worldwide and the stress that is causing them to burn out is the most common findings present in the findings of research. The review highlights research gaps in the literature on teachers’ mental health, wellbeing, and its effect in classroom transaction.
Keywords
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Pandey, S. & Sayed, S.
Received: July 23, 2024; Revision Received: September 23, 2024; Accepted: September 27, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.252.20241203
10.25215/1203.252
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Published in Volume 12, Issue 3, July-September, 2024