Professional learning supports teacher well-being through needs-supplies fit and control-value processes.

Fernando Núñez-Regueiro, Helen M G Watt, Paul W Richardson, Herbert W Marsh, Reinhard Pekrun

Abstract read

In one paragraph

Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Fernando Núñez-RegueiroLaRAC, Université Grenoble Alpes, 38000, Grenoble, France. fernando.nr.france@gmail.com.

Helen M G WattSchool of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, NSW, 2006, Australia.

Paul W RichardsonFaculty of Education, Monash University, 19 Ancora Imparo Way, Melbourne, VIC, 3800, Australia.

Herbert W MarshInstitute for Positive Psychology and Education, Australian Catholic University, North Sydney, 2060, Australia.

Reinhard PekrunInstitute for Positive Psychology and Education, Australian Catholic University, North Sydney, 2060, Australia. reinhard.pekrun@acu.edu.au.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Teacher well-being has become a critical challenge for contemporary education systems, yet the role of continuous professional learning (CPL) in supporting it remains poorly understood. We advance an integrative framework combining needs-supplies fit theory and control-value theory to explain when CPL supports teachers' self-efficacy and, in turn, their well-being. Using nationally representative TALIS 2024 data from secondary teachers in France (N = 2877) and Australia (N = 3035), we show that CPL effects on teacher self-efficacy depend on needs-supplies fit: Supplies more strongly relate to self-efficacy when they exceed needs for CPL, whereas deficient supplies relate negatively to self-efficacy. Moreover, well-being levels peak when teachers both feel self-efficacious and value their work, but drop when either appraisal is lacking. These findings delineate conditions under which CPL may meaningfully support teacher well-being, with implications for systems confronting rising teacher attrition rates.

Indexed as

Continuous professional learningControl-value theoryCubic response surface analysisNeeds-supplies fitTeacher well-being

Identifiers

PMID42624869

DOI10.1038/s41598-026-57946-9

PMCPMC13493979

What OpenQuestion holds

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.