Workplace Wellbeing Groups and Champions: A remedy for lack of human resource for workplace wellbeing functions?

Wickramasinghe, Enoka P

doi:10.4038/jccpsl.v26i1.8270

Cited by 1 publication

(1 citation statement)

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“…Identifying key players, a group of people that connect with all others in the network ( Borgatti, 2006 ), and improving their wellbeing, or their capacity to support others’ wellbeing, may have positive impacts on other educators in the network. For example, some workplaces have used the concept of “wellbeing champions,” employees who support the wellbeing of their colleagues, as a way of improving staff wellbeing ( Wickramasinghe, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

et al. 2022

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Wellbeing in schools is often focused at the individual level, exploring students’ or teachers’ individual traits, habits, or actions that influence wellbeing. However, studies rarely take a whole-school approach that includes staff wellbeing, and frequently ignore relational and organizational level variables. We take a systems informed positive psychology approach and argue that it is essential to build greater understanding about organizational and relational influences on wellbeing in order for schools to support educator wellbeing. Our study evaluated the relative contributions of individual, relational, and organizational factors to educator wellbeing. Our measure of wellbeing focused on the life satisfaction and flourishing of 559 educators in 12 New Zealand schools. We used a social network analysis approach to capture educators’ relational ties, and demographic data and psychometric scales to capture individual and organizational level variables. Results of hierarchical blockwise regressions showed that individual, relational, and organizational factors were all significantly associated with educator wellbeing; however, it was educators’ perceptions of trusting and collaborative school conditions that were most strongly associated with their wellbeing. The number of relational ties educators had explained the least amount of variance in wellbeing. Educators were more likely to experience high levels of support when their close contacts also experienced high levels of support. However, for many educators, there was a negative association between their most frequent relational ties and their reported levels of support. Our results suggest that attending to the organizational factors that influence wellbeing, through creating trusting and collaborative school conditions, may be one of the most influential approaches to enhancing educator wellbeing. We call for whole-school approaches to wellbeing that not only consider how to support and enhance the wellbeing of school staff as well as students, but also view the conditions created within a school as a key driver of wellbeing within schools.

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Section: Discussionmentioning

confidence: 99%