2017
DOI: 10.1080/03057925.2017.1283979
|View full text |Cite
|
Sign up to set email alerts
|

Navigating individual and collective notions of teacher wellbeing as a complex phenomenon shaped by national context

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
4
1

Citation Types

0
32
0

Year Published

2019
2019
2023
2023

Publication Types

Select...
5
3
1

Relationship

0
9

Authors

Journals

citations
Cited by 38 publications
(32 citation statements)
references
References 28 publications
0
32
0
Order By: Relevance
“…Studies have argued for collective self-efficacy, social inclusion and social capital to assess holistic well-being (e.g., Schalock et al, 2016). Liu et al (2018) suggested that collective well-being among teachers is a consequence of their own societal contributions and their externally recognised value. Practitioners conducting policy development and national happiness studies also covered different perspectives on collective well-being.…”
Section: Collective Well-beingmentioning
confidence: 99%
“…Studies have argued for collective self-efficacy, social inclusion and social capital to assess holistic well-being (e.g., Schalock et al, 2016). Liu et al (2018) suggested that collective well-being among teachers is a consequence of their own societal contributions and their externally recognised value. Practitioners conducting policy development and national happiness studies also covered different perspectives on collective well-being.…”
Section: Collective Well-beingmentioning
confidence: 99%
“…There is growing recognition that the early childhood education and care (ECEC) profession faces challenging working conditions, leading to high levels of work-related stress, emotional exhaustion and staff turnover (Irvine et al, 2016 ; Jena-Crottet, 2017 ; Jones et al, 2017 ; McMullen et al, 2020 ; OECD, 2019 ; Thorpe et al, 2020 ; Totenhagen et al, 2016 ). The role of early childhood (EC) educators is complex and multifaceted, requiring a commitment to continuous improvement, resilience, and a willingness to take on many challenges (Beltman et al, 2019 ; Irvine et al, 2016 ; Liu et al, 2018 ). Recent efforts to raise the quality and professionalism of the workforce has increased demands on EC educators, including requirements for higher qualifications and increased accountability (Cumming et al, 2015 ).…”
Section: Introductionmentioning
confidence: 99%
“…Studies examining EC educator wellbeing reflect a holistic concept of wellbeing, where the individual markers of physical, psychological, social, and emotional health are considered alongside systemic burdens, resources to support staff, and the culture of the workplace (Liu et al, 2018 ). In other words, elements of wellbeing are shaped by individual factors such as physical health and mechanisms for coping with stress, as well as external factors such as the work environment and social and political contexts (Benevene et al, 2018 ; Logan et al, 2020 ; OECD, 2019 ).…”
Section: Introductionmentioning
confidence: 99%
“…The aim of positive psychology is to begin to catalyze a change in the focus of psychology from preoccupation only with repairing the worst things in life to also building positive qualities” (Seligman and Csikszentmihalyi, 2000, p. 5). This sort of inversion in the theoretical standpoint seems, to us, to offer a particularly fruitful way to approach the issue of well-being among teachers, which has arisen as a common concern around the world, given that it has a bearing on the educational environment and students’ learning skills (Zeinabadi, 2010; Skaalvik and Skaalvik, 2011a,b; McMahon et al, 2014; Benevene et al, 2018; Liu et al, 2018).…”
Section: Introductionmentioning
confidence: 99%