Teaching to be


Pädagogische Hochschule Niederösterreich
Projektleitung gesamt
Wiesner, Christian; MMag. Bakk. Bakk.Komm.
Zechner, Kerstin Angelika; Mag. Bakk.phil. Dipl.-Päd. MA Prof.
Projektleitung intern
Wiesner, Christian; MMag. Dr. Bakk.
Zechner, Kerstin Angelika; Mag. Bakk.phil. Dipl.-Päd. Institutsleiterin MA Prof.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Pollak, Isabella; MSc
Schrank, Beate; OÄ Priv.-D
2021 – 2024
Well-being is at the heart of teaching and learning. Social and emotional competencies matter for teachers´ professional performance and career management. In most cases teachers` stress and burnout are related to factors such as work overload, increased accountability requirements, lack of autonomy and decision-making power, authoritative management and leadership styles, and school negative climate (Brackett et al., 2010; Carver-Thomas & Darling-Hammond, 2017). Research has also provided evidence to indicate that students learn better in safe, supportive environments, and how teachers` socioemocional competences may affect the learning environment and model/shape students` emotions and behaviour (Jennings, 2015). Moreover, research evidence confirms the common knowledge that teachers experience a lot of stress in their profession when teaching students (Five et al. 2007). There is evidence that organisational factors such as poor communication between colleagues, general dissatisfaction with work or presenteeism are associated with lower teacher wellbeing (Kidger et al. 2016). It was suggested to support teachers in coping with organisational factors of their professions, such as collaboration with colleagues, work-life balance and to stress the positive impact the school management could have through fostering a supportive school atmosphere or stress management techniques (Gray 2017).
Beschreibung (engl.)