Relevant bibliographies by topics / Teacher and student wellbeing

Academic literature on the topic 'Teacher and student wellbeing'

Author: Grafiati
Published: 10 December 2022
Last updated: 18 July 2024

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Journal articles on the topic "Teacher and student wellbeing"

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Di Norcia, Anna, Eleonora Cannoni, and Anna Silvia Bombi. "Student-teacher relationship representation and school adjustment in primary school." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–12. http://dx.doi.org/10.3280/rip2022oa13311.

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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre & Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation. 
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Pliskova, Barbora. "THE TEACHER´S WELLBEING IN TEACHER-STUDENT INTERACTIONS." Lifelong Education: the XXI century 33, no. 1 (March 2021): 103–15. http://dx.doi.org/10.15393/j5.art.2021.6691.

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Spilt, Jantine L., Helma M. Y. Koomen, and Jochem T. Thijs. "Teacher Wellbeing: The Importance of Teacher–Student Relationships." Educational Psychology Review 23, no. 4 (July 12, 2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.

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Roffey, Sue. "Pupil wellbeing – Teacher wellbeing: Two sides of the same coin?" Educational and Child Psychology 29, no. 4 (2012): 8–17. http://dx.doi.org/10.53841/bpsecp.2012.29.4.8.

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There is now a strong body of evidence (e.g. Hattie, 2009; Roorda et al., 2011) that confirms the value of positive teacher-student relationships for learning and behaviour. The quality of relationships in a school, however, also impacts on teacher wellbeing and their ability to cope well with the many and varied stresses that are the hallmarks of the profession. Teacher attrition is a major concern in the Western world – how teachers feel makes a difference to their ability to respond effectively to the challenges they face.This article explores issues of social capital within the learning environment and how this impacts on all stakeholders within an ecological framework. It examines how teacher resilience might be enhanced by specific actions that promote positive feelings of belonging, respect, value, and trust. The article examines international research on these issues, including a specific qualitative study in six schools in Australia. Findings are confirmed and illustrated by an online survey on student wellbeing.
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Riva, Elena, Rebecca Freeman, Lauren Schrock, Victoria Jelicic, Cameron-Tosh Ozer, and Ruth Caleb. "Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives." Higher Education Studies 10, no. 4 (November 18, 2020): 103. http://dx.doi.org/10.5539/hes.v10n4p103.

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Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.
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James, Colin, Caroline Strevens, Rachael Field, and Clare Wilson. "Student Wellbeing Through Teacher Wellbeing: A Study with Law Teachers in the UK and Australia." Student Success 10, no. 3 (December 16, 2019): 76–83. http://dx.doi.org/10.5204/ssj.v10i3.1338.

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Research confirms law students and lawyers in the US, Australia and more recently in the UK are prone to symptoms related to stress and anxiety disproportionately to other professions. In response, the legal profession and legal academy in Australia and the UK have created Wellness Networks to encourage and facilitate research and disseminate ideas and strategies that might help law students and lawyers to thrive. This project builds on that research through a series of surveys of law teachers in the UK and Australia on the presumption that law teachers are in a strong position to influence their students not only about legal matters, but on developing attitudes and practices that will help them to survive and thrive as lawyers. The comparative analysis reveals several differences, but also many similarities with law teachers in both countries reporting negative effects from neoliberal pressures on legal education programs that impact their wellbeing, performance as teachers and ability to adequately respond to student concerns.
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Waters, Lea, and Matthew Charles Higgins. "The impact of a teacher-based positive education intervention on student wellbeing literacy." Journal of School and Educational Psychology 2, no. 1 (November 23, 2021): 22–43. http://dx.doi.org/10.47602/josep.v2i1.12.

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Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.
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Gillett-Swan, Jenna, and Deanna Grant-Smith. "Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education." International Journal of Mentoring and Coaching in Education 9, no. 4 (July 30, 2020): 393–409. http://dx.doi.org/10.1108/ijmce-02-2020-0007.

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PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.
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Nwoko, Joy C., Theophilus I. Emeto, Aduli E. O. Malau-Aduli, and Bunmi S. Malau-Aduli. "A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing." International Journal of Environmental Research and Public Health 20, no. 12 (June 6, 2023): 6070. http://dx.doi.org/10.3390/ijerph20126070.

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Teachers belong to a high-demand occupational group and experience work-related challenges and discretely diverse emotional turmoils of varying intensity while teaching and interacting with students. These experiences often result in high stress levels that contribute to burnout and, consequently, a breach of teachers’ occupational wellbeing. Promoting positive teacher wellbeing substantially influences teaching quality, with a flow-on effect on student wellbeing and academic development. This literature review utilised a framework to systematically explore the factors that impact the occupational wellbeing of kindergarten, primary, and secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced from various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, and PsycARTICLES) were utilized for this systematic review. Four major factors were identified, including personal capabilities, socioemotional competence, personal responses to work conditions, and professional relationships. Findings highlight the importance of teachers’ occupational wellbeing in dealing with numerous challenges and competing demands, with the need for a high level of self-efficacy for instruction and behavioural management being critically significant. Teachers require adequate organisational support to successfully carry out their roles with stronger resilience and efficient job execution. Teachers also need to have social–emotional competence to be able to create a high-quality classroom environment and a conducive atmosphere that supports healthy teacher–student relationships, reduces stress and increases the occupational wellbeing of teachers. Collaborating with other relevant stakeholders such as parents, colleagues, and a school’s leadership team is critical for creating a positive work environment. A good workplace has the potential to contribute to teachers’ occupational wellbeing and provide a supportive platform for student learning and engagement. This review clearly points to the beneficial effects of prioritising teachers’ occupational wellbeing and its intentional inclusion in the professional development plan of practising teachers. Finally, while primary school teachers and secondary school teachers share many similarities in terms of the challenges they face, there are also some differences in how these challenges impact their wellbeing, and these warrant further investigation.
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Escaron, Anne, Jonathan Vasquez, and Rajan Sonik. "Associations between Teacher Wellbeing and Social Support for Physical Activity in Two Urban School Districts during the early stages of the SARS-CoV-2 Pandemic." Journal of Healthy Eating and Active Living 3, no. 3 (January 19, 2024): 134–45. http://dx.doi.org/10.51250/jheal.v3i3.61.

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Given physical activity’s protective effects on mental health and the potential for school districts to support teachers in this area, we explore teacher wellbeing protective factors including social support for exercise. Specifically, we measured the association between social support for exercise and teacher wellbeing in racially and ethnically diverse urban school districts. Based on a prior partnership with 19 schools across 5 districts, we obtained approval from two districts to outreach to teachers (n=206) and invite them to complete the Teacher Subjective Wellbeing Questionnaire and the Social Support and Exercise Survey during the 2020-2021 academic year. We applied linear regression models for continuous variables with teacher wellbeing as the dependent variable and social support as the independent variable adjusting for teacher- and school-level factors. Teachers (n=121) across eight K-8th grade schools completed the survey. The majority of teachers identified as female (77%) and non-White (84%). In the adjusted analysis (n = 104), there was a positive association between family social support for exercise and teacher wellbeing (β = 0.31; P Value < 0.05). Thus for every unit increase in family social support for exercise, a small 0.31 unit increase in teacher wellbeing was predicted. Additional research is needed to better understand this relationship in marginalized school districts as it may yield insights to be applied through multiple channels. District representatives have an opportunity to positively influence teacher wellbeing, an important component to supporting student success, building educational equity, and closing the achievement gap.
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Dissertations / Theses on the topic "Teacher and student wellbeing"

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Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.

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A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship. These data facilitated the construction of a comprehensive framework, the Student-Teacher and Relationship Formation Framework (STARF), to document strategies for starting and maintaining teacher-student relationships as articulated by key stakeholders.
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Jefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.

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Mindfulness practices are increasingly being introduced into schools as a whole-school approach, with teachers often responsible for implementing the exercises with their students. The aim of this research project was to explore the attitudes secondary teachers hold towards mindfulness practices and determine the barriers to and facilitators of teachers buying-in to a mindfulness initiative. A qualitative research methodology was utilised with twelve semistructured interviews conducted across three Perth metropolitan secondary schools. Interview questions were devised using both attitudinal constructs and the Revised Theoretical Domains Framework (TDF-R). In order to separately explore both teachers’ attitudes towards mindfulness practices and the barriers to and facilitators of their buy-in to an initiative, the interview data were analysed twice. In the first instance, deductive analysis was used within the suite of questions relating to each attitudinal construct. Following this, a hybrid approach was used to determine which TDF-R domains acted as either barriers to or facilitators of achieving participant buy-in to a mindfulness initiative. Findings indicated that this sample of secondary teachers held ambivalent attitudes towards the implementation of mindfulness practices as a whole-school approach. This included participants’ having a positive attitude towards mindfulness practices in schools, while holding reservations regarding whether teachers should be the ones to implement the practices. The TDF-R domains Situational Knowledge and Beliefs about Consequences were deemed to be facilitators of participant buy-in. The following domains were considered barriers to participant buy-in: Beliefs about Capabilities, Professional Role and Identity, Organisational Culture and Resources. The implications of the research include ensuring schools’ expectations of educators are clearly defined, providing staff with adequate training, and ensuring the leadership have authentic and consistent intentions.
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Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.

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The promotion of student wellbeing is a key goal of Australian education, increasingly acknowledged as the responsibility of all educators. This study was designed to improve understanding of how educators develop understanding and practice of student wellbeing. The significance of the inquiry is that it is focused on how educators integrate student wellbeing within their practice and identities rather than simply on what they need to know about student wellbeing and how they can be trained to deliver student wellbeing related content and skills. Narrative methodology and methods are used to explore how educators conceptualise student wellbeing; how they locate student wellbeing within their professional practice; and how these processes are influenced by their personal and professional experiences. Research conversations, incorporating a series of visual and narrative research activities, were undertaken with twenty school-based and system-based teachers and leaders within the Catholic education system in Melbourne, Victoria. Analysis of participants’ accounts focused on both the telling (process) and the told (content). In relation to the telling, the combined processes of drawing and storying practice and experience enabled participants to recognise and articulate their understanding and practice of student wellbeing. Participants emphasised the intertwining of conceptual, practical, and, importantly, relational elements of understanding and practice. Analysis of the stories told highlighted the interwoven influences of people, places, and experiences in rhizomatic, rather than linear, journeys of becoming educators with a focus on student wellbeing. The findings of the study suggest that teachers’ complex stories of student wellbeing as educational practice might be used productively by teacher educators, researchers, policymakers, and educators themselves help to shape an integrated, dialogical agenda for student wellbeing practice, teacher education, research, and policy development and implementation.
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De, George-Walker Linda. "An Investigation of Teachers' Efficacy for Promoting and Supporting the Social and Emotional Health and Wellbeing of Students." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/368121.

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Evidence is mounting that school-based support programs for student mental health are associated with improved wellbeing and academic outcomes. These programs necessitate teacher participation, yet teachers’ views are varied about the extent to which supporting student mental health is integral to the teaching role. Furthermore, teacher involvement in these activities can vary in quantity and quality. Teacher self-efficacy has received attention as a variable of interest for understanding teacher attitudes, participation, and performance in their work supporting student wellbeing. There has been some consideration of the antecedents of teacher self-efficacy for supporting student wellbeing, such as teacher training, but so far there has been no research using the framework of the sources of efficacy information proposed in Bandura’s self-efficacy theory (Bandura, 1977a, 1977b, 1997) and the model of teacher efficacy (Tschannen Moran, Woolfolk Hoy, & Hoy, 1998). Some studies investigating teacher self-efficacy in the area of teachers’ work supporting student wellbeing have conceptualised the construct broadly and used measures with inadequate domain specificity. Other studies have employed domain specific conceptualisations and measures, but validity-related concerns limit the use of these measures in other studies.
Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Psychology
Griffith Health
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Andersson, Anna, and Kajza Melandsö. "Psykisk hälsa i skolan, ett förebyggande arbete : En enkätstudie över lärare i ämnet Idrott och hälsas uppfattning om arbetet med psykisk hälsa på lektionstid." Thesis, Högskolan Dalarna, Socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29827.

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The aim of this study was to study how Swedish teachers in Physical education work with mental health, their own perceived level of knowledge and how they wish to work.   A quantitative survey has been conducted via Facebook. In total 146 respondents participated in the survey. The results were analyzed with the theories KASAM and OCB role perception taken into account, and linked to previous research.   The result shows that teachers plan for mental health in the education quite rarely, but nevertheless talk about mental health relatively often outside of scheduled time. Most teachers consider themselves to have a fairly good knowledge of mental health. However, more than half of them perceive that the subject has been treated to a low degree during their own education. Most teachers want mental health to take a greater part in lessons. Several teachers suggest that mental health should become an own subject.
Studiens syfte var att studera hur lärare i Idrott och hälsa arbetar med psykisk hälsa, deras upplevda kunskapsnivå samt hur de önskar arbeta med psykisk hälsa.   En kvantitativ enkätundersökning har genomförts via Facebook. I denna deltog totalt 146 respondenter. Resultatet har analyserats och tolkats utifrån teorierna KASAM och OCB rolluppfattning, samt utifrån tidigare forskning inom området.   Resultatet visar att nästan alla respondenter anser att skolan har ansvar för undervisning i psykisk hälsa. Lärare planerar ganska sällan för psykisk hälsa på lektionstid, men berör ändå ämnet relativt ofta utanför schemalagd lektionstid. De flesta lärare anser sig ha en ganska god kunskap om psykisk hälsa, dock upplever mer än hälften att ämnet behandlats i låg omfattning under lärarutbildningen. De flesta lärare vill att psykisk hälsa ska utgöra en större del av undervisningen även om bristande tid och utrymme utgör hinder. Flera lärare föreslår att psykisk hälsa borde bli ett eget skolämne.
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Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.
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Lane, Nicola. "The role of the secondary school in student wellbeing." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589596.

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Adolescence is a developmental stage characterised by intense emotional reactivity and formation of identity and can be a challenging time. Young people spend almost as much of their waking life at school as they do at home, therefore education establishments can have an important impact on adolescents' development. This is recognised by the education system and using the school to address adolescents' psychological wellbeing is an established goal for educational institutions. There is a substantive body of research exploring how schools aid students' wellbeing. However there is limited information exploring how schools support and aid young people's wellbeing post bereavement. The first paper presents a systematic review of current universal school-based mental health promotion interventions designed to improve student wellbeing. Methodological limitations are discussed. The review concludes that current research is not providing strong evidence to suggest there are significant long-term benefits of such interventions. Implications for future research are suggested including increasing understanding of how teachers informally manage the emotional needs of students which may be a useful way of working to improve adolescents' mental health in schools. Between 4 - 7% of young people experience the death of a parent by the age of sixteen. The second paper therefore focuses on student wellbeing post bereavement. An empirical study exploring teachers' experiences of supporting students after a parental bereavement is presented. A grounded theory project was undertaken and twelve teachers were interviewed. Participants identified experiencing a range of responses to working with bereaved students, these responses fall within six central processes - Flexibility, Openness, Support, Emotionality, Sharing, and Communication. These processes are conceptualised as continuums to capture the range and fluidity of responses. Teachers' narratives revealed that they were influenced by various contextual factors including systemic, individual and student factors. Teachers described their responses as being fluid, ongoing throughout the bereaved student's school career and unique to each student. A model is presented to illustrate the relationships between influential factors and the six central processes leading to each teacher's unique response.
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Moscatelli, Maria Jordana. "The socialization process of the student teacher during the student-teaching experience continous negotiation between student teacher and mentor teacher /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_moscatelli_012609.pdf.

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Thesis (Ph. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).
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Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

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Books on the topic "Teacher and student wellbeing"

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Packham, Roger, Margaret Taplin, and Kevin Francis. How Values Education Can Improve Student and Teacher Wellbeing. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003478607.

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Toomey, Ron. Teacher education and values pedagogy: A student wellbeing approach. Terrigal, N.S.W: David Barlow Pub., 2010.

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Changing behaviour in schools: Promoting positive relationships and wellbeing. Los Angeles, Calif: SAGE, 2011.

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Hughes, Hilary, Jill Franz, and Jill Willis, eds. School Spaces for Student Wellbeing and Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3.

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Noble, Toni, and Helen McGrath. The PROSPER School Pathways for Student Wellbeing. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21795-6.

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Obradović-Ratković, Snežana, Mirjana Bajovic, Ayse Pinar Sen, Vera Woloshyn, and Michael Savage. Supporting Student and Faculty Wellbeing in Graduate Education. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268185.

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Auditor-General, Victoria Office of the. The effectiveness of student wellbeing programs and services. Melbourne, Vic: Victorian Government Printer, 2010.

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Designing teacher-student partnership classrooms. Bloomington, IN: Solution Tree Press, 2015.

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Duminy, P. A. Education for the student teacher. Cape Town: Maskew Miller Longman, 1990.

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Education, Saskatchewan Saskatchewan. Student evaluation: A teacher handbook. Regina: Saskatchewan Education, 1991.

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Book chapters on the topic "Teacher and student wellbeing"

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Dasoo, Nazreen. "Nurturing Teacher Wellbeing Through Values Education." In International Research Handbook on Values Education and Student Wellbeing, 359–75. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_22.

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Tirri, Kirsi. "Teacher Values Underlying Professional Ethics." In International Research Handbook on Values Education and Student Wellbeing, 153–61. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_9.

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Gellel, Adrian. "Teachers as Key Players in Values Education: Implications for Teacher Formation." In International Research Handbook on Values Education and Student Wellbeing, 163–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_10.

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Macur, Gregory Michael Adam. "Online student welfare and wellbeing." In Teaching Online for Kindergarten and Primary Teachers, 132–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003250630-10.

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Waters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.

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AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).
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Osterman, Karen F. "Teacher Practice and Students’ Sense of Belonging." In International Research Handbook on Values Education and Student Wellbeing, 239–60. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_15.

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Dasoo, Nazreen. "Student Teachers’ Experience of Values Education and Its Implications for Teacher Education." In Second International Research Handbook on Values Education and Student Wellbeing, 855–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24420-9_47.

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García-Moya, Irene. "The Importance of Student-Teacher Relationships for Wellbeing in Schools." In The Importance of Connectedness in Student-Teacher Relationships, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43446-5_1.

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Kervin, Lisa, Barbara Comber, and Aspa Baroutsis. "Sociomaterial Dimensions of Early Literacy Learning Spaces: Moving Through Classrooms with Teacher and Children." In School Spaces for Student Wellbeing and Learning, 21–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_2.

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Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. "School Belonging: The Importance of Student and Teacher Relationships." In The Palgrave Handbook of Positive Education, 525–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_21.

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AbstractSchool belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.
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Conference papers on the topic "Teacher and student wellbeing"

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Indrianti, Yasinta, Mr Sasmoko, Emny Yossy, Adi Suprapto, and Hendry Hartono. "Analysis of Student Empowerment Role in forming Student Wellbeing." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.109.

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Gatt, Suzanne, Charmaine Bonello, Josephine Deguara, Rosienne Farrugia, Tania Muscat, Josephine Milton, Lara Said, and Jane Spiteri. "Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12794.

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The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education
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Dogaru, Mariana, Gabriela alina Anghel, and Esther nieto moreno de Diezmas. "TEACHERS' MOTIVATION - PERCEPTIONS ON THE REASONS OF PARTICIPATION IN SCHOOL ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-146.

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The employees’ motivation leads to better results in reaching the objectives proposed. What is going on within the Romanian schools? How motivated do teachers in good schools consider themselves? How about those in less effective schools? What motives animate them to participate in school activities? The research realized analyzes the perception of over 600 teachers concerning their own motivation, in order to identify the main reasons lying at the basis of an active participation to school life. Our concern is about this because motivated teacher means a well-trained student. The complexity of motivation reflects the importance of this, especially related to teachers. The professionalism of teachers has the result of a high level of quality of education provided to the students. So, the importance of motivation is related directly with the children’s education. Also, the children’s outcomes are directly influenced by the teacher’s motivation, according with Sugata Mitra’s experiments. The findings reflect the reality from Romanian schools. This reality has to be known by the decision makers in order to take the right, the most adequate measures both at the local and national level. It is very important to find out the coordinates for intrinsic motivation and for all mechanism that are involved in fostering this kind of motivation. It is demanding for an effective system of education to access and to develop teacher’s intrinsic motivation. In a knowledge-based economy, with a dynamic growth of information it is appropriate to have well-formed and developed students to be able to be integrated on the labor market. This is the reason why for principals it is essential to be careful to notice and to foster teacher’s motivation, especially the intrinsic one. This teacher’s wellbeing is crucial for student’s developing because it is a direct correlation, a logical connection between teachers’ competences and the students’ learning.
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Destiansari, Elvira, Ari Widodo, and Widi Purwianingsih. "Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.35.

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Careemdeen, Jalal Deen. "The Effect of Demographic Factors on Students’ Virtual Environmental Support in Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.211.

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The virtual environment provides the platform where a learner acquires knowledge, attitudes and skills, leading to lifelong learning. This research aimed to determine the level of students’ virtual environmental support for their learning, mainly taking into account demographical factors that affect students’ virtual environment for their learning. The design of this study is a survey and a questionnaire instrument used for data collection. A total number of 1350 secondary school children has been selected based on a stratified random sampling technique. Data are analyzed using the Statistical Package for Social Sciences (SPSS) Version 23. The descriptive such as mean, standard deviation and inferences analysis such as MANOVA used to analyse the data. The descriptive research shows a moderate level of virtual-environmental support ( mean = 3.467, S.D = 1.022) for student learning. The results demonstrate that the virtual environmental support was at moderate levels. The inferences analysis show significant differences in virtual platforms based on gender, mother’s education and parent income. Accordingly, the analysis shows that virtual environmental support significantly decreases while parental income and the mother’s educational level decrease. The implications of the study show that the Ministry of Education can provide tablets and mobile devices for needy students and Internet facilities for the lower classes of society. Parents should maximize their earnings to provide the necessary devices that can improve their children’s wellbeing. Parents and teachers can encourage students to use devices for education.
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Sasmoko, Yasinta Indrianti, and Davy Ronald Hermanus. "Developing Instrument for Teacher Wellbeing Face Recognition Application." In 2023 10th International Conference on ICT for Smart Society (ICISS). IEEE, 2023. http://dx.doi.org/10.1109/iciss59129.2023.10291992.

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Sasmoko and Yasinta Indrianti. "Evaluation Dimensions of Teacher Wellbeing Face Recognition Application." In 2nd Indian International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2022. http://dx.doi.org/10.46254/in02.20220493.

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Weaver, Rebekah. "Student Teacher and Cooperating Teacher Perceptions of Growth During Student Teaching." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681194.

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Tan, Tengteng, and Naiyi Wang. "The Influence of Student Personality and Teacher-student Interactions on Teacher-student Relationship Quality." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.47.

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Reports on the topic "Teacher and student wellbeing"

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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Petrie, Christopher. Spotlight on Digital Wellbeing. HundrED, December 2019. http://dx.doi.org/10.58261/dhtc5356.

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The HundrED Spotlight on Digital Wellbeing report provides insight into digital wellbeing education globally, introduces teacher and students perspective on the topic, includes observations from HundrED and Supercell, and describes the 10 Spotlight Innovations in detail. The Spotlight got support from our main partner Supercell, research partner The Diana Award and media partner ISTE.
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Green, Crystal, Clara Garcia-Millan, Jonathan Frederick, and Alicia Lucendo Noriega. HundrED Global Collection 2023. HundrED, October 2022. http://dx.doi.org/10.58261/lzbs8814.

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The year 2022 has been a year to look to the future, as the global education conversation moves again toward themes of education transformation and the futures of education. The 100 innovations selected for this year’s global collection are impacting the lives of over 95 million students worldwide. The collection highlights the important role of teachers in education innovation; the continued need for students to develop 21st century skills, including social and emotional learning; an increasing focus on student wellbeing and mental health; and equity in education.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Lee, Jamie, and Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, December 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.
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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, May 2022. http://dx.doi.org/10.57022/julf8952.

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This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.
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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Teacher Preparation and Student Achievement. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14314.

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Adnot, Melinda, Thomas Dee, Veronica Katz, and James Wyckoff. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21922.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher-Student Matching and the Assessment of Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11936.

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Lewis, Gary. Earthquakes: teacher notes and student activities. Edited by Clive Collins. Geoscience Australia, 2014. http://dx.doi.org/10.11636/record.2014.006.

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