Search results for: Well being
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Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education
Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers’ experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers’ own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.
Updated: Sep. 24, 2021
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers. A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine. The study found that relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.
Updated: Jul. 14, 2021
Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond
This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.
Updated: May. 20, 2021
This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly.
Updated: May. 11, 2021
Promoting Well-being and Preventing Burnout in Teacher Education: A Pilot Study of a Mindfulness-Based Programme for Pre-service Teachers in Hong Kong
The aim of this study was to examine the possible effects of a six-week mindfulness programme for student teachers, and the feasibility of implementing the programme in a local community. The results indicate that most students experienced poor well-being and mild anxiety. However, the six-week mindfulness programme significantly increased the mindfulness and well-being of the intervention group. Furthermore, the depression, anxiety and stress scores of the intervention group dropped while those of the control group increased after the six-week mindfulness programme, suggesting that the changes may have been a result of mindfulness training.
Updated: May. 24, 2017
This article examines the teacher educator’s role in promoting resilience within new teachers in the light of tensions between what is healthy and sustainable for individual teachers vs. the institutions in which they work. The article concludes with specific recommendations for those in the international teacher education community. These recommendations include innovating university school partnerships to directly link individual and institutional well-being; structured opportunities for ‘mindfulness-based’ training; providing opportunities for candidates to analyse ‘cases’ of teaching from a macro-micro perspective; and learning how to take a professional stance.
Updated: Mar. 14, 2016
The goal of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout. The study also examined how teachers perceive the relationship between themselves and their working environment in these episodes. A selected group of 68 primary and secondary school teachers were interviewed. The results suggested that teachers’ working environment provides multiple contexts for burnout.
Updated: Jul. 30, 2012
A general theoretical frame on human actions was adapted to describe teacher’s teaching related goals, concerns and future-time extension, expanding previous studies only on of teachers concerns, or on their goals and concerns. Eighty-eight pre-service teachers participated in this study. Thirteen goal and fifteen concern categories were identified. It was found that goals and concerns were to some extent related to well-being.
Updated: Dec. 21, 2011
The current paper focuses on exploring teachers' experienced pedagogical well-being. The authors examine the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study included data collected from the teachers of nine case-schools around Finland. he results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers' pedagogical well-being.
Updated: Jun. 26, 2011