Pedagogical Wellbeing and Academic Engagement among Teachers and Students

Abstract

Pedagogical wellbeing has emerged as an important concept in contemporary educational research, emphasizing the relationship between teaching practices, teacher wellbeing, and student engagement. It focuses on creating a supportive and meaningful learning environment where both teachers and students experience satisfaction, motivation, and positive interactions during the teaching–learning process. Academic engagement refers to the level of participation, attention, and commitment students demonstrate in educational activities. This review paper examines the relationship between pedagogical wellbeing and academic engagement among teachers and students. Drawing upon existing literature in educational psychology and pedagogy, the paper explores the conceptual framework of pedagogical wellbeing, its dimensions, and its influence on classroom engagement and learning outcomes. Studies indicate that teacher wellbeing, supportive classroom environments, and positive teacher–student relationships significantly enhance students’ engagement, motivation, and academic performance. Furthermore, pedagogical strategies such as collaborative learning, inclusive pedagogy, and emotional support play a vital role in strengthening engagement. The findings of this review highlight the need for educational institutions to prioritize pedagogical wellbeing as a key component of effective teaching and learning. Promoting teacher wellbeing and creating supportive classroom environments can foster greater academic engagement among students and improve overall educational outcomes.