Support and teacher well-being

Glazzard, Jonathan; Stokoe, Jane; Stones, Samuel

Abstract

This chapter argues that the reasons for this are complex and high workload is only one contributing factor. Teacher well-being appears to be mediated by factors such as life satisfaction and personal happiness and positive psychological functioning. Teachers are able to demonstrate positive psychological functioning when they are able to form good interpersonal relationships with others, have a sense of autonomy and competence and when they have opportunities for personal growth. The school leadership team is responsible for shaping the school culture that teachers experience. Positive school cultures enable teachers to thrive and stay mentally healthy. Teachers tend to have positive well-being in schools if they are valued, trusted to do their jobs and provided with some ownership of their roles. Mentally healthy schools have a positive culture in which staff work collegiately and talk openly about the challenges they are experiencing in their roles without fear of judgement.

Citation

Glazzard, J., Stokoe, J., & Stones, S. (2020). Support and teacher well-being. In E. Hargreaves, & L. Rolls (Eds.), Reimagining Professional Development in Schools (207-219). London: Routledge. https://doi.org/10.4324/9780429293337

• Online Publication Date: Sep 10, 2020
• Publication Date: Sep 10, 2020
• Deposit Date: Oct 26, 2023
• Publisher: Routledge
• Pages: 207-219
• Series Title: Unlocking Research
• Book Title: Reimagining Professional Development in Schools
• Chapter Number: 14
• ISBN: ‎ 9780367264512 ; 9780367264505
• DOI: https://doi.org/10.4324/9780429293337
• Public URL: https://hull-repository.worktribe.com/output/4425776