Adonis, Tracey-AnnMabena, Unathi2025-02-282025-02-282024https://hdl.handle.net/10566/20150Teachers are a significant resource within the education system and their well-being is essential in the construction of effectively functioning educational contexts. Ensuring that a concept as complex as teacher well-being is accurately measured using relevant instruments is pertinent in illustrating a comprehensive picture of teacher well-being, particularly in a multicultural context such as South Africa’s; as well as expanding research centred around the field. Therefore, identifying instruments that aptly measure teacher well-being is important. This scoping review explored pertinent literature that utilises instruments used to measure teacher well-being, including looking at their purpose, psychometric properties of these measures and how these instruments have been used to measure teacher well-being in the Sub-Saharan African context. This scoping review expanded its search to the Sub- Saharan context due to the dearth in studies using instruments that measure teacher well-being in the Sub-Saharan context. Utilising the Arksey and O’Malley framework for scoping reviews, and the Preferred Reporting Items for Systematic Reviews and Meta- Analysis extension for Scoping Reviews checklist (PRISMA-ScR) as guidelines, the review explored which measures are utilised to measure teacher well-being in this context. The research adopted the PCC framework i.e. Population (teachers); Concept (psychometric properties of the instruments measuring teacher well-being) and Context: (Sub Saharan Africa). 26 studies were included in the final sample after searching 6 databases, with narrative synthesis utilised to synthesise the data for the final findings. The findings obtained from the study identified the nature of assessments utilised in this context.enTeacher well-beingEducator well-beingSub-Saharan African contextScoping reviewPositive psychologyThesis