This chapter explores the aspiration of cultivating teacher well-being, as identified across future scenarios in Austria, Flanders and Wales. It introduces four Ideas for the Future of Teaching that offer practical entry points for embedding well-being into the teaching profession: strengthening human-centred HR practices, fostering collaborative school cultures, empowering teacher voice, and sharing responsibility for well-being across school and system leadership. These ideas reflect a collective call to move beyond reactive measures and build environments where teachers can thrive emotionally, socially, and professionally.
Co‑constructing Visions for the Future of Teaching
Abstract
Across the three Future of Teaching studies, one theme stood out with growing urgency: Teachers need to feel well to teach well. The well-being of teachers – their ability to feel safe, valued, supported and balanced in their work – emerged as a foundational condition for the sustainability of the profession. In the scenarios co-created by stakeholders from Austria, Flanders and Wales, teacher well-being was not treated as an afterthought or a personal concern, but as a structural, systemic priority. Participants imagined future schools as workplaces that care for the people who make education happen – where well-being is actively nurtured, not simply assumed.
Note: This illustration is intended to provide a concrete example of a fictitious, but evidence-based, teacher persona.
Source: For description of the persona, see Chapter 3 in OECD (2025[1]), Constructing Scenarios for the Future of Teaching in Austria, https://doi.org/10.1787/73545285-en.
This aspiration draws from a growing body of research that links teacher well-being to factors such as workload (Collie et al., 2015[2]; OECD, 2005[3]), autonomy, professional agency (Biesta, Priestley and Robinson, 2015[4]), social relationships (Hascher and Waber, 2021[5]) and teacher self-efficacy (Zee and Koomen, 2016[6]). However, despite its centrality, teacher well-being remains poorly defined in much of the literature (Hascher and Waber, 2021[5]; Ozturk, Wigelsworth and Squires, 2024[7]), and often overlooked in policy frameworks and professional standards (Ledger, MacCallum and Boadu, 2024[8]). While the well-being of students and leaders is often explicitly addressed, the well-being of teachers is less systematically supported – even though it is critical to recruitment, retention and the quality of teaching itself.
Previous OECD work has shown that working conditions in schools are key to student success (OECD, 2019[9]) and has explored how factors such as teaching time, autonomy and accountability shape professional experience. More recently, the OECD identified four dimensions of teacher well-being: Physical and mental, cognitive, subjective, and social (Viac and Fraser, 2020[10]). Yet the Future of Teaching studies suggest that we may need to go even further. Stakeholders called attention to how personal and professional lives intersect, how societal expectations shape stress, and how school ecosystems must evolve to provide support – not pressure – for those in the profession.
As labour markets evolve and teacher shortages intensify (OECD, 2024[11]), systems cannot afford to treat well-being as optional. This chapter builds on the cross-country analysis introduced earlier, taking a closer look at the aspiration of cultivating teacher well-being. It examines what this means in practice – not just in terms of reduced workload or better pay, but through more human-centred professional environments. Ultimately, it asks: How can we take the first steps to redesign the system to support teachers not only to stay, but to stay well?
Across Austria, Flanders and Wales, the aspiration of cultivating teacher well-being was strongly linked to creating healthier and more sustainable professional environments. Stakeholders emphasised that well-being is not simply an individual responsibility, but a systemic concern, calling for intentional efforts to redesign the profession around sustainability, trust, agency and care – ensuring that teachers are supported both emotionally and practically in their daily work.
A central focus was creating the conditions where teachers can manage demands, maintain balance and find purpose in their roles. This includes reducing unnecessary workload, protecting time for planning and collaboration, and promoting emotional well-being through supportive school cultures. The scenarios stressed that a healthy school environment must be proactive – offering not just coping mechanisms, but systemic changes that prevent burnout and sustain motivation.
Another recurring theme was the importance of teacher voice in shaping the environments in which they work. When teachers are trusted to influence school development, policy implementation, and decisions about teaching and learning, they are more likely to feel empowered, respected and professionally fulfilled. Across the scenarios, stakeholders underscored that fostering well-being requires giving teachers greater ownership over their work and their growth.
Flexibility in career choices was also seen as key to sustaining well-being. Teachers who have space to pursue roles aligned with their strengths and life stages are more likely to remain in the profession with a sense of purpose and satisfaction. Systems that offer flexible, differentiated pathways were viewed as a way to reduce stagnation and increase long-term engagement.
The emphasis on school culture, teacher agency and sustainable career pathways was woven throughout the preferred future scenarios. Box 4.1 illustrates how well-being was envisioned in Austria, Flanders and Wales – from nurturing environments for early-career teachers and mindfulness-based approaches, to reimagining school leadership as a driver of individual and collective flourishing.
Flanders: What if… We recognise and support a focus on the daily work of teachers?
A transformative idea consists in shifting how teaching is conceived: teaching is viewed in line with the responsibility that comes with it, including teacher professionalism. Meaningful continuing professional learning involves teachers being given the support and space to engage in professional development. Continuing professional learning for teachers should also go hand in hand with the continuing professional learning of school leadership. Moreover, another transformative idea focuses on school leaders that are supported to foster individual teacher growth and harness a combination of diverse teacher profiles as part of the school of the future. Recognition of individual strengths of a teacher within the collective expertise of the group of teachers can encourage greater flexibility in career development options for teachers as well as offer a broader set of strengths within a school.
Wales: What if… All education partners collaborate to support teachers with a strong foundation in training and early-career induction?
In this scenario, all teachers, and particularly new ones, benefit from a comprehensive, structured and nurturing support system that guides them through initial teacher education (ITE) and their early career years. Professional learning communities are established early in a teacher’s career, enabling them to collaborate with peers, mentors, and senior educators to address classroom challenges, refine their practice and thrive throughout their careers. By prioritising mentorship by experienced teachers and early-career development, teachers are better prepared to handle the demands of the profession. The system is designed to meet diverse needs, enhancing both teaching practices and teacher well-being. Schools are equipped with the necessary resources and structures to support new teachers, with local authorities and higher education institutions working closely to ensure consistency in the quality of teacher training and ongoing support.
Austria: What if… Schools provide space to foster curiosity and autonomy among students, teachers, and school leaders?
This transformative idea seeks for a commitment to create healthy, mindful learning environments as they are essential for both teacher and student well-being. Mindfulness-based interventions (MBIs) offer a promising approach to tackle stress and burnout. Beyond their health benefits, MBIs can strengthen teacher identity by nurturing self-awareness, emotional regulation, and a sense of purpose. This can help teachers navigate professional challenges, such as classroom dynamics and diverse communities. Additionally, as student mental health issues rise, teachers are adopting expanded roles, necessitating support through leadership, mentorship, and community engagement
Source: OECD (2024[12]), Constructing Scenarios for the Future of Teaching in Flanders, https://doi.org/10.1787/b5bd68c4-en; OECD (2025[13]), Constructing Scenarios for the Future of Teaching in Wales, https://doi.org/10.1787/2e0ac4e6-en; OECD (2025[1]), Constructing Scenarios for the Future of Teaching in Austria, https://doi.org/10.1787/73545285-en
Teacher well-being resonated strongly in the three systems reflecting persistent challenges for the teaching profession, including building positive and sustainable relationships with parents (Belfi et al., 2015[14]), work intensification for teachers (Ballet and Kelchtermans, 2009[15]; Van Droogenbroeck and Spruyt, 2015[16]; Grigg, 2016[17]) and leaders (Wang, 2020[18]), and classroom discipline (Van Droogenbroeck and Spruyt, 2015[16]).
To move from the shared aspiration of teacher well-being to meaningful change, education systems need clear entry points – specific aspects of teaching and school life that can be designed, supported, and reimagined with well-being at the centre. This section introduces a set of Ideas for the Future of Teaching, each offering system- and school-level pathways to improve and sustain teacher well-being. Developed through the “What if…” statements and Ambition Loops of the country scenarios, the Ideas are supported by research and grounded in the lived experiences of teachers.
Each Idea is accompanied by a small set of Actions for the Future, highlighted in bold throughout the text. These represent concrete steps that systems can take – from adopting people-centred human resources (HR) policies to embedding well-being in leadership strategies – to bring the aspiration to life. Together, the four Ideas and their Actions reflect the structures, cultures, and relationships stakeholders saw as vital to making teacher well-being a strategic foundation for sustainable, resilient education systems.
Idea for the Future of Teaching 5: Every school has tailored HR support for teacher well-being
Teacher well-being cannot be sustained without well-functioning, context-sensitive human resource (HR) practices that actively support teachers throughout their careers. In the future scenarios co-constructed across Austria, Flanders and Wales, stakeholders envisioned schools as not only places of learning, but also as workplaces where teachers are supported by tailored, embedded HR strategies that acknowledge the evolving professional and personal needs of school staff. This vision reframes HR not as an administrative function but as a lever for teacher well-being, growth, and retention.
To realise this vision, education systems must invest in school-level HR capacity that goes beyond compliance. This means supporting school leaders to adopt strategic, people-centred HR policies that include regular staff dialogue, personalised professional development planning, and responsive workload management (Mombaers, Vanlommel and Van Petegem, 2020[19]). When schools are equipped to manage staffing in a way that is responsive to individual needs, it improves job satisfaction and lowers attrition – which has substantial economic and educational benefits (Podolsky et al., 2016[20]; Sorensen and Ladd, 2020[21]; Carver-Thomas and Darling-Hammond, 2019[22]).
Note: This illustration is intended to provide a concrete example of a fictitious, but evidence-based, teacher persona.
Source: For description of the persona, see Chapter 3 in OECD (2024[12]), Constructing Scenarios for the Future of Teaching in Flanders, https://doi.org/10.1787/b5bd68c4-en.
HR practices that promote well-being must be part of a broader school-wide culture of support and recognition. This includes experimenting with flexible working options, career mobility and workload adaptation to better match different career stages and life circumstances. Systems should also consider rethinking the composition of school staff teams by introducing or strengthening roles such as HR leads or well-being coordinators, as recommended by UNESCO IIEP (2019[23]). In doing so, they can reduce administrative burdens on school leaders and create dedicated capacity for staff support. Box 4.2 illustrates how organisations like Education Support are reframing teacher well-being as a systemic issue, advocating for schools to become modern, supportive workplaces that value culture, leadership, flexibility, and mental health as core to professional sustainability.
Education support is a charity in the United Kingdom that focuses on supporting the mental health and well-being of teachers and education staff in schools, colleges, and universities. Originally established in 1877 to provide financial support for teachers and their families, the organisation gradually focussed more on helping teachers cope with workload and mental health.
The organisation strives to raise more awareness, to advocate for well-being and mental health to be an integral aspect of evidence-based policy making and to offer a range of high-quality services that deliver clear and substantial impact for everyone working in education.
Education Support argues that the necessity of investing in well-being is acute. Based on their own survey which asked 3,025 education staff across the UK about well-being related topics, 77% of all staff indicated experiencing symptoms of poor mental health due to work. Half (50%) of staff considered their organisation’s culture to have a negative effect on their well-being.
While many education systems monitor student well-being, not all education systems monitor the well-being of their staff, and/or subsequently take measures when results are unsatisfactory.
But monitoring staff well-being is just one element of schools as modern workplaces. Education Support CEO Sinéad Mc Brearty stresses that quality and supportive leadership, a focus on teaching excellence rather than vertical career structures, collegiality, a positive school culture, flexible working options, integrated support services in schools, professional development and reflective practices and the ‘human’ focus in a world of increasing technology, automation and AI will constitute schools as modern and attractive workplaces in the future.
Source: OECD Top Class Podcast (2024[24]) “Tired, stressed and burnt out: Strategies to support teacher well-being and healthy working environments”, https://www.oecd.org/en/blogs/2024/11/tired-stressed-and-burnt-out-strategies-to-support-teacher-well-being-and-healthy-working-environments.html (accessed on 4 March 2025).
Finally, collaboration between schools, local authorities and governments is key. Authorities can play an enabling role by offering schools autonomy in HR planning, while providing clear frameworks, funding and professional development for leadership (Van Beurden, Van Veldhoven and Van De Voorde, 2021[25]). Governments that treat schools as attractive, healthy workplaces – where well-being is systematically supported – will be better positioned to recruit, retain and develop a resilient teaching workforce in the years ahead. Schools can experiment with HR policies such as part-time working, long-term career development, and teaching assignments in other schools or even abroad (European Commission, 2024[26]).
Idea for the Future of Teaching 6: Teachers have time and trust to collaborate, care, and grow together
Teacher well-being flourishes in schools where collaboration and care are embedded in everyday work. In the preferred future scenarios across Austria, Flanders and Wales, stakeholders imagined schools as spaces where teachers are supported not just as individuals, but as members of a team – where well-being is nurtured through mutual support, trust, and shared responsibility. In this vision, collaborative school cultures help reduce isolation, distribute emotional and practical load, and allow teachers to face challenges together. Creating such environments is not only essential for teacher mental health – it is foundational to building sustainable and humane schools.
International evidence confirms that collaboration contributes significantly to teacher well-being and retention. Schools with collegial cultures – where teachers feel supported by their peers and school leaders – are better equipped to reduce stress, prevent burnout, and improve job satisfaction (Van Droogenbroeck, et al., 2020[27]; Grigg, 2016[17]) (Van Droogenbroeck, Spruyt and Vanroelen, 2014[28]). Professional relationships also matter deeply at key transitions: For novice teachers, a sense of belonging and support during induction can shape their decision to stay in the profession (März and Kelchtermans, 2020[29]).
To foster such cultures, systems need to rethink how time is structured and how trust is built. Teachers must be given time during the school week to work together – to co-plan, reflect, mentor, and innovate – ensuring that collaborative practice is sustained across careers. Schools can nurture trust, peer support and shared responsibility through a quality induction offer and team-based approaches, with leadership actively promoting mutual care, participatory decision making and a strong collective identity (Dreer, 2021[30]; Turner, Thielking and Prochazka, 2022[31]; Weiland, 2021[32]). Taking responsibility for the organisation teachers work in is perceived as a motivation, also to grow in the profession (Mombaers, Vanlommel and Van Petegem, 2020[19]). Teacher agency and collaboration should be balanced – empowering teachers to lead within a collective rather than in isolation.
Finally, collaboration must extend beyond school walls. External partnerships can enrich collaboration without overburdening staff, provided they are structured around shared goals and sustained over time. Strong partnerships with families, communities, and external organisations can enrich school life, but they must be designed to support teachers – not add to their burden (OECD, 2025[33]). When structured around shared goals and sustained over time, such partnerships can reinforce a culture of collective care that enhances both student learning and teacher well-being (Nilsson Brodén, 2022[34]).
Note: This illustration is intended to provide a concrete example of a fictitious, but evidence-based, teacher persona.
Source: For description of the persona, see Chapter 3 in OECD (2025[13]), Constructing Scenarios for the Future of Teaching in Wales, https://doi.org/10.1787/2e0ac4e6-en.
Idea for the Future of Teaching 7: Teachers’ voices shape decisions that support their well-being
Teacher well-being is strengthened when teachers feel seen, heard, and valued as experts in their own professional lives. Across the scenarios in Austria, Flanders and Wales, participants imagined a future in which teacher voice is not a token gesture but a routine part of how schools and systems operate. Teachers having a say in the decisions that affect their work. And teachers being engaged in school- and system-level decision making, especially on well-being, creating the trust, respect, and psychological safety that are essential for professional well-being.
Giving teachers a voice also means recognising the diversity within the profession. Teachers’ needs and aspirations vary by background, school context, and career phase. Dedicated spaces and structures supporting diverse teacher voices and expertise, such as staff forums, teacher-led working groups, and advisory roles can give teachers regular and constructive channels for participation (Zhang, Bowers and Mao, 2020[35]; Ahrari et al., 2021[36]). A culture of open dialogue – between teachers, school leaders and public authorities – allows systems to identify and respond to these different experiences.
Research shows that participatory decision making is linked to teacher retention, job satisfaction, and engagement – particularly when it includes real agency rather than overburdening consultation (Beaufort Research and NFER, 2019[37]) (Devos et al., 2016[38]) (Devos, 2019[39]). When teachers are engaged, they are more likely to shape and adapt their environments in proactive ways – a process known as job crafting – which in turn supports resilience and motivation (Van Wingerden and Poell, 2019[40]).
Ultimately, listening to teachers is not just about professional respect – it is a strategy for improving schools. Governments that recognise and respond to teacher input on the challenges they face can create more responsive, equitable, and healthy education systems. Supporting teacher voice through intentional structures and culture can transform schools into more responsive, equitable and healthy workplaces.
Idea for the Future of Teaching 8: School and system leaders take shared responsibility for teacher well-being
Teacher well-being cannot be left to individual effort alone. Across the scenarios in Austria, Flanders and Wales, stakeholders consistently emphasised the responsibility of school leaders, local authorities and national governments to actively support the well-being of their teaching workforce. In this vision of the future, well-being is not seen as an optional extra, but as an essential component of professional sustainability – with teacher well-being embedded into leadership strategy and school evaluation and dedicated policies, leadership strategies and partnerships in place to uphold it.
To achieve this, leadership roles must include attention to emotional health, workload and sustainable structures. School leaders must be supported to foster a culture that values care, balance and trust, including paying attention to their own well-being. That includes recognising the impact of school-level factors on emotional exhaustion and burnout (Van Droogenbroeck, et al., 2020[27]) and being equipped to match the demands of teaching with appropriate resources (see Chapter 9) – such as time, staffing, and support services (Viac and Fraser, 2020[10]). This shift also implies embracing more flexible structures, which reflect the diverse needs and aspirations of teachers at different career and life stages (Elchardus et al., 2009[41]).
Note: This illustration is intended to provide a concrete example of a fictitious, but evidence-based, teacher persona.
Source: For description of the persona, see Chapter 3 in OECD (2025[1]), Constructing Scenarios for the Future of Teaching in Austria, https://doi.org/10.1787/73545285-en.
Leadership for teacher well-being goes beyond operational management – it requires a mindset of professional anticipation and responsiveness (OECD, EI and Ministry of Education and Vocational Training of Spain, 2022[42]). That means understanding well-being as a strategic priority and promoting it through school-wide initiatives, personalised development opportunities, and an open organisational culture where well-being is regularly discussed and monitored. For instance, having concrete measures to address workload should be a common practice in schools (Granziera, Collie and Martin, 2020[43]). Schools might benefit from having clear roles and responsibilities for well-being, such as well-being coordinators or staff mentors, embedded in the daily life of the school.
Policy makers and governments have an equally crucial role. Systems can provide clear definitions, resources and accountability frameworks for well-being, valuing and rewarding schools that create healthy working environments. This could involve defining well-being more clearly in national standards, embedding it in professional development systems – ensuring that teacher professional development meets the needs of teachers (OECD Top Class Podcast, 2024[24]; Suarez and McGrath, 2022[44]), for instance – and in school accountability processes and policies (Ledger, MacCallum and Boadu, 2024[8]), and ensuring schools have the autonomy and funding to implement meaningful changes. When schools and systems take shared ownership of teacher well-being, it becomes a cornerstone for retaining motivated professionals, strengthening school communities, and improving educational quality.
Source: Top Class (2024[24]), The OECD Top Class Podcast (2024[24]) “Tired, stressed and burnt out: Strategies to support teacher well-being and healthy working environments”, https://www.oecd.org/en/blogs/2024/11/tired-stressed-and-burnt-out-strategies-to-support-teacher-well-being-and-healthy-working-environments.html (accessed on 4 March 2025).
The aspiration of cultivating teacher well-being is essential to ensuring the sustainability and effectiveness of education systems. Across Austria, Flanders and Wales, stakeholders recognised that well-being is not just about individual resilience but about the environments, relationships and structures that shape daily professional life. A healthy teaching profession relies on more than salary or workload—it depends on whether teachers feel valued, supported, and able to thrive.
The four Ideas for the Future of Teaching translate this aspiration into practical, actionable levers for change. They highlight how systems can design tailored HR strategies, foster collaborative school cultures, embed teacher voice in decision making, and make well-being a shared responsibility across leadership and policy. Together, they signal a shift towards a more holistic and preventive approach, addressing root causes of professional stress while nurturing positive, collegial cultures.
Embedding well-being in the fabric of education will require committed, collective leadership. It means seeing schools not only as places of instruction, but as modern workplaces – where teachers’ professional and personal health are taken seriously, and where well-being is recognised as foundational to teacher retention, learner success, and system-wide renewal.
References
[15] Ballet, K. and G. Kelchtermans (2009), “Struggling with workload: Primary teachers’ experience of intensification”, Teaching and Teacher Education, Vol. 25/8, pp. 1150-1157, https://doi.org/10.1016/j.tate.2009.02.012.
[37] Beaufort Research and NFER (2019), Research study on the attractiveness of teaching, and retention of teachers. Welsh Government, Welsh Government, Cardiff, https://www.gov.wales/statistics-and-research/research-study-attractiveness-teaching-retention-teachers/?lang=en (accessed on 6 March 2024).
[14] Belfi, B. et al. (2015), “School-based social capital: The missing link between schools’ socioeconomic composition and collective teacher efficacy”, Teaching and Teacher Education, Vol. 45, pp. 33-44, https://doi.org/10.1016/j.tate.2014.09.001.
[4] Biesta, G., M. Priestley and S. Robinson (2015), “The role of beliefs in teacher agency”, Teachers and Teaching, Vol. 21/6, pp. 624-640, https://doi.org/10.1080/13540602.2015.1044325.
[22] Carver-Thomas, D. and L. Darling-Hammond (2019), “The trouble with teacher turnover: How teacher attrition affects students and schools”, Education Policy Analysis Archives, Vol. 27, p. 36, https://doi.org/10.14507/epaa.27.3699.
[2] Collie, R. et al. (2015), “Teacher Well-Being”, Journal of Psychoeducational Assessment, Vol. 33/8, pp. 744-756, https://doi.org/10.1177/0734282915587990.
[39] Devos, G. (2019), Kenmerken van sterke scholen: wat leert ons 40 jaar onderzoek [Characteristics of high-performing schools: what 40 years of research tells us].
[38] Devos, G. et al. (2016), “Uitdagingen voor personeelsbeleid: Aanwerving en opdrachttoewijzing in Vlaamse basis-en secundaire scholen [Challenges for human resources policy: Recruitment and task allocation in Flemish primary and secondary schools]”, https://biblio.ugent.be/publication/8029509.
[30] Dreer, B. (2021), “Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace”, Educational Studies, Vol. 50/1, pp. 61-77, https://doi.org/10.1080/03055698.2021.1940872.
[41] Elchardus, M. et al. (2009), “Het beroep van leraar doorgelicht, [An in-depth analysis of the teaching profession]”, Eindrapport van het onderzoeksproject OBPWO 06.02, https://onderwijs.vlaanderen.be/sites/default/files/202107/Samenvatting_Het%20beroep%20van%20leraar%20doorgelicht.pdf (accessed on 5 March 2025).
[26] European Commission (2024), Erasmus+ - EU Programme for education, training, youth and sport, https://erasmus-plus.ec.europa.eu/opportunities/opportunities-for-individuals/teaching-opportunities-for-staff/school-education-staff-teaching (accessed on 5 March 2025).
[43] Granziera, H., R. Collie and A. Martin (2020), “Understanding Teacher Wellbeing Through Job Demands-Resources Theory”, in Cultivating Teacher Resilience, Springer Singapore, Singapore, https://doi.org/10.1007/978-981-15-5963-1_14.
[17] Grigg, R. (2016), “’Leave me alone and let me teach.’ Teachers’ views of Welsh Government education policies and education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education, Vol. 18/1, https://doi.org/10.16922/wje.18.1.6.
[5] Hascher, T. and J. Waber (2021), “Teacher well-being: A systematic review of the research literature from the year 2000–2019”, Educational Research Review, Vol. 34, p. 100411, https://doi.org/10.1016/j.edurev.2021.100411.
[8] Ledger, S., J. MacCallum and G. Boadu (2024), “Resilience and wellbeing within schools: contradictions and silences in global policy texts”, Educational Review, pp. 1-25, https://doi.org/10.1080/00131911.2024.2392585.
[29] März, V. and G. Kelchtermans (2020), “The networking teacher in action: A qualitative analysis of early career teachers’ induction process”, Teaching and Teacher Education, Vol. 87, p. 102933, https://doi.org/10.1016/j.tate.2019.102933.
[19] Mombaers, T., K. Vanlommel and P. Van Petegem (2020), “De loopbaan van onderwijsprofessionals [The careers of education professionals]”, Gent: Steunpunt Onderwijsonderzoek, https://data-onderwijs.vlaanderen.be/documenten/bestanden/7570.pdf (accessed on 8 September 2026).
[36] Montreuil, T. (ed.) (2021), “Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis”, Cogent Education, Vol. 8/1, https://doi.org/10.1080/2331186x.2021.1898737.
[34] Nilsson Brodén, D. (2022), “Cross-sector and interprofessional collaborations: A powerful tool for the teaching profession?”, OECD Education Working Papers, No. 283, OECD Publishing, Paris, https://doi.org/10.1787/7144c6ac-en.
[1] OECD (2025), Constructing Scenarios for the Future of Teaching in Austria, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/73545285-en.
[13] OECD (2025), Constructing Scenarios for the Future of Teaching in Wales, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/2e0ac4e6-en.
[33] OECD (2025), “School partnerships addressing child well-being and digital technology”, OECD Education Policy Perspectives, No. 114, OECD Publishing, Paris, https://doi.org/10.1787/3c946a99-en.
[12] OECD (2024), Constructing Scenarios for the Future of Teaching in Flanders, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/b5bd68c4-en.
[11] OECD (2024), OECD Employment Outlook 2024: The Net-Zero Transition and the Labour Market, OECD Publishing, Paris, https://doi.org/10.1787/ac8b3538-en.
[9] OECD (2019), Working and Learning Together: Rethinking Human Resource Policies for Schools, OECD Reviews of School Resources, OECD Publishing, Paris, https://doi.org/10.1787/b7aaf050-en.
[3] OECD (2005), Teachers Matter: Attracting, Developing and Retaining Effective Teachers, Education and Training Policy, OECD Publishing, Paris, https://doi.org/10.1787/9789264018044-en.
[24] OECD Top Class Podcast (2024), “Tired, stressed and burnt out: Strategies to support teacher well-being and healthy working environments”, https://www.oecd.org/en/blogs/2024/11/tired-stressed-and-burnt-out-strategies-to-support-teacher-well-being-and-healthy-working-environments.html (accessed on 4 March 2025).
[42] OECD, EI and Ministry of Education and Vocational Training of Spain (2022), International Summit on the Teaching Profession, https://istp2022.es/en/welcome/.
[7] Ozturk, M., M. Wigelsworth and G. Squires (2024), “A conceptual model for teacher wellbeing: towards a holistic understanding”, Cogent Education, Vol. 11/1, https://doi.org/10.1080/2331186x.2024.2396156.
[20] Podolsky, A. et al. (2016), Solving the Teacher Shortage: How to Attract and Retain Excellent Educators, Learning Policy Institute.
[21] Sorensen, L. and H. Ladd (2020), “The Hidden Costs of Teacher Turnover”, AERA Open, Vol. 6/1, https://doi.org/10.1177/2332858420905812.
[44] Suarez, V. and J. McGrath (2022), “Teacher professional identity: How to develop and support it in times of change”, OECD Education Working Papers, No. 267, OECD Publishing, Paris, https://doi.org/10.1787/b19f5af7-en.
[31] Turner, K., M. Thielking and N. Prochazka (2022), “Teacher wellbeing and social support: a phenomenological study”, Educational Research, Vol. 64/1, pp. 77-94, https://doi.org/10.1080/00131881.2021.2013126.
[23] UNESCO IIEP (2019), Teacher career reforms: learning from experience, https://unesdoc.unesco.org/ark:/48223/pf0000372505.locale=en (accessed on 5 March 2025).
[25] Van Beurden, J., M. Van Veldhoven and K. Van De Voorde (2021), “How employee perceptions of HR practices in schools relate to employee work engagement and job performance”, Journal of Management & Organization, pp. 1-19, https://doi.org/10.1017/jmo.2021.66.
[27] Van Droogenbroeck,, F. et al. (2020), TALIS 2018 Vlaanderen - Volume II, https://cris.vub.be/ws/portalfiles/portal/49991637/T2020_13.pdf (accessed on 8 September 2026).
[16] Van Droogenbroeck, F. and B. Spruyt (2015), “Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey”, Teaching and Teacher Education, Vol. 51, pp. 88-100, https://doi.org/10.1016/j.tate.2015.06.006.
[28] Van Droogenbroeck, F., B. Spruyt and C. Vanroelen (2014), “Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work”, Teaching and Teacher Education, Vol. 43, pp. 99-109, https://doi.org/10.1016/j.tate.2014.07.005.
[40] Van Wingerden, J. and R. Poell (2019), “Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting”, PloS one, Vol. 14/9, p. e0222518.
[10] Viac, C. and P. Fraser (2020), “Teachers’ well-being: A framework for data collection and analysis”, OECD Education Working Papers, No. 213, OECD Publishing, Paris, https://doi.org/10.1787/c36fc9d3-en.
[18] Wang, F. (2020), “Job demands amid work intensity: British Columbia school administrators’ perceptions”, Educational Management Administration & Leadership, doi: 10.1177/1741143220957331, pp. 1013-1031, https://doi.org/10.1177/1741143220957331.
[32] Weiland, A. (2021), “Teacher well-being: Voices in the field”, Teaching and Teacher Education, Vol. 99, p. 103250, https://doi.org/10.1016/j.tate.2020.103250.
[6] Zee, M. and H. Koomen (2016), “Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being”, Review of Educational Research, Vol. 86/4, pp. 981-1015, https://doi.org/10.3102/0034654315626801.
[35] Zhang, S., A. Bowers and Y. Mao (2020), “Authentic leadership and teachers’ voice behaviour: The mediating role of psychological empowerment and moderating role of interpersonal trust”, Educational Management Administration & Leadership, Vol. 49/5, pp. 768-785, https://doi.org/10.1177/1741143220915925.