Teacher and Staff Wellbeing: Understanding the Experiences of School Staff

McCallum, Faye

doi:10.1007/978-3-030-64537-3_28

Cited by 34 publications

(42 citation statements)

References 59 publications

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“…As health is not merely the absence of disease or infirmity, well-being is part of health [ 42 ]. In the field of education, subjective well-being is considered most frequently [ 43 ]. Considering the fact that the present research was performed in a European context, where well-being revolves around individual achievement and self-esteem [ 44 ], the definition of Acton and Glasgow [ 6 ] was proposed, which describes well-being as an “individual sense of personal professional fulfillment, satisfaction, purposefulness and happiness, constructed in a collaborative process with colleagues and students”.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

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Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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“…It cannot be argued that there are specific personality traits that predispose a person to high levels of wellbeing ( McCallum, 2021 ), but it has been shown that the main factors that are strongly associated with wellbeing include optimism, extraversion, and self-esteem ( Costa and McCrae, 1980 ; Diener et al, 2003 ; Gale et al, 2013 ; van Allen et al, 2021 ).…”

Section: Personality Traitsmentioning

confidence: 99%

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

2023

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The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers’ work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers’ performance.

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“…The wellbeing of teachers is important because teaching is often considered a caring profession that requires emotional work (McCallum, 2020a; 2020b). Therefore, teachers need to provide emotional and social support to their students (Lam, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews

White

McCallum

2022

International Journal of Chinese Education

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Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.

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Teacher and Staff Wellbeing: Understanding the Experiences of School Staff

Cited by 34 publications

References 59 publications

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews

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