Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

过去十年，由于教师流动率高、教师短缺日益严重，以及提高教学质量和学生成绩的目标，教师福祉受到全球越来越广泛的关注。尚未有任何评论试图对有关教师福祉的文献进行累积定量评估。利用荟萃分析，我们通过系统地研究教师幸福感的关键前因、后果和相关因素的相对强度，并使用工作需求-资源理论作为在法则网络中定位因素的指南，来解决这一差距。根据 PRISMA 指南，我们的系统检索产生了 173 项符合纳入条件的研究 (N = 89,876)。结果显示，希望、自主动机、心理资本和工作能力是整体幸福感最强的四个积极预测因素，而神经质和脱离应对是两个最强的消极预测因素。职业承诺是整体幸福感最强烈的积极影响，而离职意向是最强烈的消极影响。倦怠和工作投入是整体幸福感最强的相关因素。我们还发现，一些影响会受到教师是在职还是职前、以及教育环境（例如 K-12、初始教师教育）等因素的调节。我们的评论提供了有用的经验资源，可能有助于指导教师、学校领导和政策制定者如何支持教师福祉的实践。