Research reveals that due to the intensifying demands of higher education work environments, academic staff are reporting increased levels of burnout and stress and decreasing wellbeing. Teacher educators are academic staff who are involved with teaching and research in the field of Initial Teacher Education (ITE). This scoping review aimed to draw together research about teacher educator wellbeing, stress and burnout, and to identify where there are gaps in evidence-based knowledge. This study revealed that teacher educator wellbeing, stress and burnout is a relatively new and under-researched area, and that there is a dearth of current evidence-based literature in this field. As a result of this finding, it is recommended that extensive qualitative and quantitative research be conducted to better understand teacher educator wellbeing, stress and burnout. It is hoped that this scoping review will drive innovation and reform in ITE by identifying what is known and unknown in the field, thus informing future research to better support teacher educator wellbeing.

The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self‐efficacy, and teachers' well‐being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID‐19 pandemic negatively impacting their well‐being and self‐efficacy.

Internationally, teachers are increasingly reporting elevated levels of stress, anxiety, exhaustion and burnout. Although social support has been found to be a protective buffer against stress, dep...

The COVID-19 pandemic has caused profound change in the higher education workplace, and resulted in increased workloads and stress for academic staff. Servant leadership has previously been identified as a particularly effective model of leadership to support wellbeing during times of disruption and change. Whilst servant leadership has been examined in the context of follower wellbeing, little is known about the wellbeing of servant leaders. The aim of this study was to examine the literature and relationship between ‘Servant Leadership Theory’ and ‘PERMA Wellbeing Theory’. Additionally, to open a discussion and invite research in this area. This integrative review advances current knowledge by proposing that servant leadership addresses all of the required elements to optimise the servant leaders’ subjective wellbeing. It is hoped that this study will pioneer future discussion and research aimed at examining if higher education teachers’ application of servant leadership’s altruistic principles at work may mitigate some of the stress which they are currently experiencing due to changes occurring as a result of the COVID-19 pandemic impact on universities.

The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers.