What Factors Contribute to Mathematics Teacher Wellbeing?

A scoping review

Abstract

Teacher wellbeing has emerged as a critical concern in mathematics education, yet current understanding of wellbeing remains fragmented across various constructs without coherent theoretical integration. This scoping review examined how mathematics teachers (both primary and secondary) research has engaged with wellbeing dimensions and identified contributing factors. A scoping review following a PRISMA-Sc statement was undertaken across 21 years of research (2014-2024), systematically searching five databases and fifteen key teacher journals, yielding 37 studies meeting inclusion criteria. Results revealed 15 (41%) of studies explicitly mentioning wellbeing, with only five of these reporting its explicit definitions. The research centred on a deficit orientation, with 89% focusing on hedonic wellbeing (e.g. emotions) and 65% of these examining negative emotions exclusively. Emergent hedonic themes were: The importance of mathematical content knowledge and competence, mathematics teacher identity, student factors, and curriculum-pedagogical tensions. Eudemonic (i.e. positive functioning) received less attention than hedonic aspects of wellbeing. This review provides foundational mapping for developing a comprehensive, strength-based framework for mathematics teacher wellbeing, moving beyond deficit narratives toward understanding what enables teachers of mathematics to flourish and stay in the profession.