The The Role of Self-Care in Promoting Psychological Well-Being among Guidance and Counseling Teachers: A Review of Empirical Studies
DOI:
https://doi.org/10.22460/quanta.v10i2.7280Keywords:
Self-Care, Psychological Well-Being, Guidance and Counseling TeacherAbstract
Teaching is recognised as a profession with high emotional and psychological demands that increase the risk of burnout and declining mental health. This study aims to systematically review the role of self-care in promoting teachers’ psychological well-being (PWB) based on empirical research findings. A Systematic Literature Review (SLR) approach was employed to analyse peer-reviewed articles indexed in international databases, using predefined inclusion and exclusion criteria. Data were analysed through identification, screening, quality appraisal, and thematic synthesis processes. The findings indicate that self-care practices, including self-compassion, mindfulness, emotion regulation, physical activity, and social support, are positively associated with higher psychological well-being and function as protective factors against stress and teacher burnout. In conclusion, self-care represents an essential mental health promotion strategy in educational settings. This review contributes, both theoretically and practically, to strengthening positive psychology approaches within guidance and counselling practices.
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