The sustainability and unsustainability of teachers’ and leaders’well-being

Shirley, Dennis; Hargreaves, Andy; Washington-Wangia, Shaneé

doi:10.1016/j.tate.2019.102987

Cited by 46 publications

(53 citation statements)

References 33 publications

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“…For many others, the pandemic and physical distancing measures have had a detrimental impact on their mental health. With teacher well-being inextricably linked to student learning and well-being, ways to check in and prioritize well-being for both students and teachers must be a priority (Collie and Martin, 2020;Hollweck, 2020;Shirley et al, 2020). As will be discussed in more detail in the following section, since collaborative structures such as mentor coaching and professional learning networks have been shown to both support teacher well-being and build individual teacher knowledge, capacity and desire, they should be strongly considered by educational systems as we move forward (Hollweck, 2019;Hollweck and Smokorowski, 2020;Schnellert, 2020).…”

Section: Human Capitalmentioning

confidence: 99%

Pracademics in the pandemic: pedagogies and professionalism

Hollweck

Doucet

2020

JPCC

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PurposeThis thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning. The purpose of the paper is to highlight some of the tensions that have emerged and offer possible considerations to disrupt the status quo and catalyze transformation in public education during the pandemic and beyond.Design/methodology/approachThis paper considers the current context of COVID-19 and education and uses the professional capital framework (Hargreaves and Fullan, 2012) to examine pandemic pedagogies and professionalism.FindingsThe COVID-19 pandemic has catapulted educational systems into emergency remote teaching and learning. This rapid shift to crisis schooling has massive implications for pedagogy and professionalism during the pandemic and beyond. Despite the significant challenges for educators, policymakers, school leaders, students and families, the pandemic is a critical opportunity to rethink the future of schooling. A key to transformational change will be for schools and school systems to focus on their professional capital and find ways to develop teachers' individual knowledge and skills, support effective collaborative networks that include parents and the larger school community and, ultimately, trust and include educators in the decision-making and communication process.Originality/valueThis thinking piece offers the perspective of two Canadian pracademics who do not wish for a return to “normal” public education, which has never serve all children well or equitably. Instead, they believe the pandemic is an opportunity to disrupt the status quo and build the education system back better. Using the professional capital framework, they argue that it will be educators' professionalism and pandemic pedagogies that will be required to catalyze meaningful transformational change.

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Section: Human Capitalmentioning

confidence: 99%

Pracademics in the pandemic: pedagogies and professionalism

Hollweck

Doucet

2020

JPCC

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“…In schools, the relational patterns learned in neighborhood contexts and cultural groups tend to be applied and reproduced (Ahmadi et al, 2020). The possibility of a positive school experience, then, is inscribed in a healthy ecological environment that favors a comprehensive curriculum for the development of all types of skills, including socioemotional learning, in the framework of a school culture that cares about the quality of life of its community, both individually and collectively (Benbenishty and Astor, 2005;Shirley et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…From a socioecological approach (Bronfenbrenner and Morris, 1998;Benbenishty and Astor, 2005;Astor and Benbenishty, 2018), social well-being can be interpreted as the result of the interaction of the individual with different social environments (Shirley et al, 2020). Thus, a student's personal characteristics, when interacting with their family and school context, will influence the quality of well-being.…”

Section: Introductionmentioning

confidence: 99%

“…According to Bronfenbrenner and Morris (1998), the factors that influence a person's experience are located at different levels, where family and school as microsystems offer opportunities to develop belongingness to different significant groups. The development of close social relationships enhances skills to understand and interact in the social world (Shirley et al, 2020). Therefore, the study of SWS requires considering the different microlevels in which students develop, especially their family and school contexts.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, students' perception of their teachers' well-being also has an impact on students' social wellbeing. According to Shirley et al (2020), well-being should be understood at the community level and not in individual terms. Following socioecological theory (Bronfenbrenner, 1992;Astor and Benbenishty, 2018), if members of the educational community suffer, including teachers, students will see their well-being decrease (Harding et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

et al. 2021

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Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.

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