Guest Editors
Prof. Shiyong Wu, South China Normal University, China
Email: shiyong.wu@m.scnu.edu.cn
Biography:
Shiyong Wu is a professor at South China Normal University and used to be a visiting scholar at Monash University in Australia. He is interested in higher education and educational psychology. Currently, he is mainly devoted to graduate employability, personality, self-efficacy, job satisfaction, and occupational health psychology, especially for vulnerable populations, using quantitative and qualitative research methods. He has published a wide range of high-quality works and built high visibility in the international academic society. More information can be found at ORCID (https://orcid.org/my-orcid?orcid=0000-0002-5886-6646).
Co-guest editor 1
Name: Guangbao Fang
Title: Associate Professor
Email: guangbao.fang@monash.edu
Bio:
Guangbao Fang is currently a doctoral student at Monash University in Australia and will obtain his Ph.D. degree in July 2022. His research interests include teacher education, students’ development in vulnerable contexts, and quantitative methods. He has published some papers in high-quality and competitive journals. More information on A/P Fang’s work can be found at ORCID (https://orcid.org/0000-0002-1910-3208).
Co-guest editor 2
Name: Weidi Liu
Title: Ph.D.
Email: duncanweidiliu@gmail.com
Bio:
Weidi Liu received his Ph.D. degree from University of Massachusetts Lowell. His research interests center on childhood mental health and adolescent aggressive behaviors. He has published several research papers on SSCI journals such as Child Abuse & Neglect and Journal of School Violence and served as a reviewer for some journals. More information on Dr. Liu’s work can be found at ORCID (https://orcid.org/0000-0001-7158-1234).
Summary
Teachers play an essential role in training talents who can make a significant contribution to the community and society. There is increasing evidence that teachers’ occupational health and work well-being substantially impact students’ academic achievement. With the outbreak of the COVID-19, teachers and students are suffering high risks of anxiety, depression, stress, burnout, and other psychological symptoms. This problematic situation has increased teachers’ work insufficiency and students’ learning inability.
This issue focuses on mental health and well-being in educational settings, including teachers from different disciplines and students of diverse ages. We welcome various paper forms, including articles, reviews, reports, and commentaries, using quantitative, qualitative, or mixed methods.
The topics of interest for the special issue include, but are not limited to, the following:
Teacher’s occupational health psychology
Psychological well-being of students
Educational policy decision difficulty
Educator’s emotional disorders
Interlink between teachers’ and students’ mental health
Behavioral disorders
Keywords
stress, burnout, anxiety, depression, boredom, self-efficacy
Published Papers
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