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

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.