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Research

The Teacher Wellbeing and Career Observatory uses a validated index to collect data about teacher well-being and career at pan-European level and develop biennial reports to inform the policy and research agendas. 

For more information please reach to your country’s focal point.

European Commission (2021) Teachers in Europe: Careers, development and well-being.

This report analyses key aspects of the professional life of lower secondary teachers (ISCED 2) across Europe. It is based on qualitative Eurydice data from national policies and legislation, and quantitative data from the Teaching and Learning In

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OECD (2020) The teachers’ well-being conceptual framework

The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of worki

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OECD (2021) Building teachers’ well-being from primary to upper secondary education.

As education systems face a post-COVID-19 world, we must not lose sight of the importance of teachers’ well-being. Already, prior to the pandemic, teachers were struggling to cope with workload and stress, as shown by the Teaching and Learning Int

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OECD (2020) “Teachers’ well-being: A framework for data collection and analysis”

Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-be

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European Commission (2023) Teachers’ and school heads’ salaries and allowances in Europe – 2021/2022. https://data.europa.eu/doi/10.2797/764821

Teachers’ remuneration and career prospects are an intrinsic part of policies aiming to attract the best candidates and ensure they remain in the profession. Are teachers in Europe well paid? What prospects for salary increases do they have as the

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World Health Organisation, Unesco & UNICEF (2022) Five essential pillars for promoting and protecting mental health and psychosocial well-being in schools and learning environments

This briefing is intended for policymakers, national governments, mental health and education coalitions and advocates. It outlines key policy recommendations to strengthen education systems to protect and promote the mental health and psychosocia

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ProW Implementation of the Field Trials

The report was prepared in the scope of the ERASMUS + Action ProW (“Promoting Teachers’ Well-being through Positive Behaviour Support in Early Childhood Education”; 2021- 2024). This report is part of Implementation of the Field Trials Work Packag

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ProW (2021) Need-Assessment and Action Planning Report

This report presents the findings of the needs-assessment study conducted in the four countries (Cyprus, Greece, Portugal, and Romania) to identify the specific needs of key educational stakeholders related to early childhood professionals. Part A

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ProW (2021) Literature Review on Early Childhood Teachers’ Careers and Professional Development, Teachers’ Well-Being (PERMA) and Children’s Socio-emotional Support (SWPBS)

This literature review provides an up-to-date critical overview of early childhood teacher’s careers, well-being, and professional development supports. It provides a summary of current views on early childhood education and care (ECEC) informed b

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European Commission (2021) A systemic, whole-school approach to mental health and well-being in schools in the EU

A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, di

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Reports

Conferences

Welcome to our Conference Section. Here, you will find a list of conferences relevant to our research agenda.

  • Michael, D., Agathokleous, A., Charalambous, V., & Vrasidas, C. (2023, August 30 – September 2). Advantages of implementing evidenced-based models with a whole-school approach in ECE schools [Conference presentation]. 31 st EECERA 2023 Conference, Lisbon, Portugal.
  • Vatou, A., Krousorati, K., Charalambous, V., Michael, D., Evangelou-Tsitirisou, M., Vrasidas, C., Zachopoulou, E., & Grammatikopoulos, V. (2023, August 22-26). Early childhood teachers’ job-satisfaction across four countries [Conference presentation]. EARLI 2023 Conference, Thessaloniki, Greece.
  • Michael, D., Agathokleous, A., Charalambous, V., Pezirkianidis, C., & Vrasidas, C. (2023, August 22- 26). Testing the Construct Validity and Cross-Country Comparability of a Teacher Wellbeing Measure [Conference presentation]. EARLI 2023 Conference, Thessaloniki, Greece.
  • Michael, D., Agathokleous, A., Charalambous, V., Kosmas., P., & Vrasidas, C. (2022, July 12-14). Mapping the needs and professional development of ECEC in Cyprus [Conference presentation]. EARLI SIG5 2022 Conference – Learning and Development in Early Childhood, Utrecht, The Netherlands.
  • Μιχαήλ, Δ., & Αγαθοκλέους, Α. (2023, Μάϊος 27). Παρουσίαση του έργου ProW και του Παρατηρητηρίου Ευζωίας των Εκπαιδευτικών – Ερευνητικά δεδομένα από την Κύπρο [Παρουσίαση]. Συνέδριο έργου ProW, Λευκωσία, Κύπρος.
  • Χαραλάμπους, Β. (2023, Μάϊος 27). H σημασία της ψυχικής ενδυνάμωσης και της ευζωίας των εκπαιδευτικών [Παρουσίαση]. Συνέδριο έργου ProW, Λευκωσία, Κύπρος.
  • Γούτας, Θ. (2023, Μάϊος 27). Η εφαρμογή του SWPBS στα σχολεία της Ελλάδας [Παρουσίαση]. Συνέδριο έργου ProW, Λευκωσία, Κύπρος.
  • Χαλαμανδάρη, Ρ., & Ηρακλέους, Μ. (2023, Μάϊος 27). Επαγγελματική Μάθηση των εκπαιδευτικών μέσα από τη συμμετοχή τους σε ευρωπαϊκά προγράμματα [Παρουσίαση]. Συνέδριο έργου ProW, Λευκωσία, Κύπρος.

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Project Number : 626146-EPP-1-2020-2-EL-EPPKA3-PI-POLICY

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