Teachers’ wellbeing during times of change and disruption

McCallum, Faye

doi:10.4324/9781003134190-10

Cited by 17 publications

(18 citation statements)

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“…The present work has important implications for teachers' motivation and well-being. The Covid-19 pandemic had adverse effects on teachers' experiences in their workplace, reduced their well-being and motivation (e.g., McCallum, 2021;O'Brien et al, 2022), and increased their stress levels (Pellerone, 2021). The increase in relational energy observed across the training suggests that implementing listening training in schools, including virtual training (Itzchakov & Grau, 2020), might serve as a resource to maintain teachers' motivation during difficult times.…”

Section: Discussionmentioning

confidence: 99%

Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate

Weinstein

Vinokur

Yomtovian

2022

Psychology in the Schools

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Training teachers to listen may enable them to experience increasingly attentive and open peer relationships at work. In the present research, we examined the outcomes of a year-long listening training on school teachers' listening abilities and its downstream consequences on their relational climate, autonomy, and psychological safety. Teachers in two elementary schools engaged in a similar listening training program throughout the entire school year. The measures included indicators of a supportive relational climate that are known to be important to teacher well-being, namely, autonomy, psychological safety, and relational energy. Results of growth curve modeling showed linear increases in all three outcomes, such that more listening training corresponded to a more positive relational climate. Specifically, the teachers reported increasingly higher quality listening from their group-member teachers, felt more autonomy-satisfied, psychologically safe, and relationally energetic. Furthermore, latent growth curve modeling indicated that the teachers' listening perception was positively and

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Section: Discussionmentioning

confidence: 99%

Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate

Weinstein

Vinokur

Yomtovian

2022

Psychology in the Schools

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“…With the increase in requirements for accountability and the academic emphasis in academia, researchers and associated parties have been more inclined to delve into what teachers need to prioritize in their work, for example, improving the quality of their teaching and student results that underestimates the criticality of TWB (Dreer & Gouasé, 2021;Hascher & Waber, 2021). Only recently has it been realized that TWB should not be sacrificed for the sake of academic accountability and quality education (McCallum, 2021). As a result, the literature on TWB has blossomed recently.…”

Section: Introductionmentioning

confidence: 99%

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Zhang

Chen

et al. 2023

Asia-Pacific Edu Res

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This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review's corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher wellbeing positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices.This review supports the evolution of the teacher well-being literature and poses recommendations for future research.

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“…The occupational well-being of teaching professionals requires good working conditions and the individual's active involvement (Toropova et al, 2020;Dreer, 2022). The latter is dependent on knowledge, skills, and self-efficacy beliefs which can develop through training, intervention, and experience (McCallum and Price, 2016). There is widespread scholarly agreement that practical phases during initial teacher education involve experiences relevant to future teachers' well-being and well-being education (e.g., Price and McCallum, 2015;Cherkowski and Walker, 2018;McCallum, 2020;Dreer, 2021).…”

Section: Introductionmentioning

confidence: 99%

Witnessing well-being in action: Observing teacher well-being during field experiences predicts student teacher well-being

Dreer

2023

Front. Educ.

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Social cognitive theory posits that observing others’ behavior can influence our thinking, behavior, and learning. The present study examines whether this principle also applies to teacher well-being. It investigates whether student teachers’ well-being is linked to the well-being of in-service teachers they closely observe during field experiences. For that purpose, 222 student teachers were assigned to conduct three classroom observations of three different teachers using a dedicated observation tool that focused on in-service teachers’ positive emotions and positive student interactions. Longitudinal data from 666 classroom observations and student teachers’ well-being data were analyzed. It was hypothesized that the mean scores from all three independent classroom observations are most predictive of student teacher well-being. The results revealed significant associations between seven indicators of student teacher well-being and the observed well-being of in-service teachers. Interestingly, it was not the mean of all three observation scores but only the score of the third and final observation that contributed significantly to student teacher well-being. This brief research report seeks to inspire discourse about the benefits and challenges of observational learning in teachers’ well-being education.

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Teachers’ wellbeing during times of change and disruption

Cited by 17 publications

References 0 publications

Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate

Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Witnessing well-being in action: Observing teacher well-being during field experiences predicts student teacher well-being

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