Journal articles on the topic 'Teacher and student wellbeing'
To see the other types of publications on this topic, follow the link: Teacher and student wellbeing.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teacher and student wellbeing.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full text
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Zhou, Jiali. "The Role of Teacher-Student Relationships in the Promotion of Student Wellbeing." Learning & Education 10, no. 3 (November 7, 2021): 234. http://dx.doi.org/10.18282/l-e.v10i3.2468.
Full textAbstract:
With the development of the economy, people’s spiritual needs have gained greater attention, in which wellbeing is one of the most important related factor. And many schools have been made efforts to promote student wellbeing (SW), such as improving the quality of school design and an enhanced understanding of the complexity of teachers’ roles (Dudek, 2000; Woolner et al., 2010).
12
Norozi, Sultana Ali, and Ottar Ness. "The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils." Education Sciences 13, no. 8 (August 4, 2023): 800. http://dx.doi.org/10.3390/educsci13080800.
Full textAbstract:
The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal factors such as perceptions and ideology and contextual and external factors such as workload, low student motivation, lack of support, conflict with colleagues, and role ambiguity. Despite the importance of teacher wellbeing, it has received less attention than pupils’ wellbeing. Using an ethnographic study that collected data over a school year in two phases, this paper investigates the perceptions and self-constructed pedagogies of the teacher working with newly arrived immigrant pupils. Findings reveal that the teacher’s emphasis on her wellbeing, as well as her pupils’ wellbeing, emerged as the center of her self-constructed approaches. We posit that ‘diversity-related teacher wellbeing’ is crucial in wellbeing pedagogy, given that diversity is one of the main elements in reception classes. For the successful education of newly arrived immigrant pupils, the wellbeing of teachers who work with this group should be prioritized. This paper contributes to the field of wellbeing education by highlighting the importance of teacher wellbeing as a part of wellbeing pedagogy for newcomer pupils. Improving teacher wellbeing may have a positive effect on the wellbeing of newly arrived immigrant pupils, creating a win-win situation. The paper concludes with suggestions for professional support and directions for future research.
13
Guidetti, Gloria, Sara Viotti, Imke Hindrichs, Anabel Camacho-Avila, Cristina Girardo, Doris Castellanos Simon, and Daniela Converso. "Quality of Life in the School Context: The Relationship between Teachers’ and Students’ Wellbeing." Mediterranean Journal of Social Sciences 9, no. 5 (September 1, 2018): 117–27. http://dx.doi.org/10.2478/mjss-2018-0143.
Full textAbstract:
Abstract The aim of the study is to identify relationships between levels of burnout in a sample of Italian teachers in middle school and the quality of the classroom relational climate experienced from their students. Method: analysis identified three different teachers’ burnout profiles, defined as “Enthusiastic”, “Exhausted-Indifferent” and “Exhausted-Guilty”. ANOVA showed that were significant differences in the quality of classroom relational climate perceived by students. The Enthusiastic group was associated with better levels regarding the students’ perception about teachers support and, concerning student-peers relationship, better support and mutual respect.The results are consistent with literature that underlines how burned-out teachers experience more difficult and conflictive relationship with their students. Moreover, it emerges how deficiencies in relational experience could impact not only on the student-teacher relationship, but also on the quality of student-peer interactions.
14
Brunzell, Tom, Lea Waters, and Helen Stokes. "Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education." Australian Journal of Teacher Education 46, no. 5 (May 2021): 91–107. http://dx.doi.org/10.14221/ajte.2021v46n5.6.
Full textAbstract:
For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant.
15
Lambert, Margaret, Sue Smith, Simon Moss, and Marilynne Kirshbaum. "Emotional Freedom Techniques (Tapping) to Improve Wellbeing and Reduce Anxiety in Primary School Classrooms." Australian Journal of Teacher Education 47, no. 3 (March 2022): 72–92. http://dx.doi.org/10.14221/ajte.2022v47n3.5.
Full textAbstract:
The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers.
16
Hepburn, Lorna, and Wendi Beamish. "Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland." Improving Schools 23, no. 1 (November 11, 2019): 33–46. http://dx.doi.org/10.1177/1365480219886148.
Full textAbstract:
Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.
17
Ianah, Ana, Rena Latifa, Risatianti Kolopaking, and Muhamad Nanang Suprayogi. "Kesejahteraan Siswa: Faktor Pendukung dan Penghambatnya." Business Economic, Communication, and Social Sciences (BECOSS) Journal 3, no. 1 (January 31, 2021): 43–49. http://dx.doi.org/10.21512/becossjournal.v3i1.7028.
Full textAbstract:
The efforts to improve student wellbeing are one of the main concerns in the current educational process. There are a lot of research on wellbeing, but there is still very little research on the wellbeing of children and adolescents, especially in the school context. This paper aims to examine internal and external factors for improving student wellbeing, as well as to reveal the inhibiting factors for student wellbeing. The student wellbeing during childhood and adolescence is important because it will determine the quality of life of students in the future. The results of the study show the factors of increasing wellbeing internally are: 1. The ability to adapt; 2. Learning orientation; 3. Self-assessment; 4. Personal characteristics, while external factors are 1. Student teacher relations; 2. Relationship between children and parents; 3. Friend relations; 4. An environment that supports discipline. While the factors that inhibit wellbeing internally are: 1. Physical health, 2. Students are not maximal in learning, 3. Inadequate achievement, 4. Inadequate material needs, 5. Negative behavior, such as lazy, arrogant, shy, and naughty. While externally are 1. The unpleasant environment 2. Receiving less pleasant treatment; 3. Not able to actualize well.
18
Adeka, Gizem, and Enisa Mede. "The relationship between wellbeing and job satisfaction of instructors in English Programs." Journal of Education and Learning (EduLearn) 16, no. 1 (February 1, 2022): 25–34. http://dx.doi.org/10.11591/edulearn.v16i1.20349.
Full textAbstract:
This study investigated the relationship between the wellbeing and job satisfaction of English instructors working at language preparatory programs offered by Turkish universities. The study also attempted to explore if any difference between these two variables existed in relation to the teachers’ characteristics, i.e. years of experience, the proficiency level taught and educational degree. Finally, the reflections of the participants about the influential factors on their wellbeing and job satisfaction were further explored in this study. The quantitative data were obtained from 168 participants though teacher wellbeing survey and teacher job satisfaction survey, whereas the qualitative data came from semi-structured interviews carried out with 10 volunteers. The results revealed that there was a statistically significant, positive and moderate relationship between the participants’ job satisfaction and their wellbeing. Besides, no difference was found between the participants’ wellbeing and their teacher characteristics. Similarly, there was no difference between teachers’ predefined characteristics and their job satisfaction. As for the results of the qualitative data, personal, organizational, student-related and pandemic-related factors were found to be influential on the wellbeing and job satisfaction of the participants. The obtained findings provide pedagogical implications and suggestions for further research in language education and teacher development.
19
Wong, Kapo, Siushing Man, and Alan H. S. Chan. "Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?" Sustainability 14, no. 19 (September 24, 2022): 12092. http://dx.doi.org/10.3390/su141912092.
Full textAbstract:
(1) Background: A higher level of subjective wellbeing is often assumed to have a positive effect on the performance of workers. However, this relationship has seldom been studied extensively among teachers shifting from face-to-face teaching to online teaching. Thus, this study provided quantitative evidence regarding the effect of subjective wellbeing on work performance among male and female teachers during the outbreak of a pandemic. (2) Methods: We examined the subjective wellbeing of teachers from three perspectives, namely workload, organisational support, and interaction with students. Furthermore, we tested whether autonomy support affected the association between subjective wellbeing and work performance, and a comparison between male and female teachers was drawn. (3) Results: The findings suggested that the student interaction wellbeing of female teachers positively and significantly affected their work performance (b = 1.19, t = 4.28, p < 0.001). Moreover, autonomy support tended to amplify the positive effect of organisational wellbeing for both male and female teachers (males’ OWB: b = 0.25, t = 2.44, p < 0.05; females’ OWB: b = 0.31, t = 0.09, p < 0.05). (4) Conclusions: This study provides useful information for educational management when reviewing teacher performance and wellbeing during the pandemic.
20
Xu, Yuan, Qi Zhu, and Yueyang Chen. "Teacher–student relationships and college students' psychological well-being: The mediating role of supportive school climate." Social Behavior and Personality: an international journal 52, no. 2 (February 7, 2024): 1–8. http://dx.doi.org/10.2224/sbp.1298.
Full textAbstract:
A quality teacher–student relationship facilitates students' psychological wellbeing, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student relationships and students' psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher–student relationships affect the psychological well-being of college students.
21
Soutter, Anne Kathryn, Billy O'Steen, and Alison Gilmore. "Understandings and experiences of wellbeing in a New Zealand senior secondary context." Journal of Student Wellbeing 5, no. 2 (April 9, 2012): 34. http://dx.doi.org/10.21913/jsw.v5i2.738.
Full textAbstract:
This article draws upon data generated through interviews with and classroom observations of Year 13 students and their teachers in New Zealand to propose that wellbeing is viewed as a multi-dimensional, complex phenomenon involving seven interrelated domains: Having, Being, Relating, Thinking, Feeling, Functioning, and Striving. Student and teacher commentary indicated that educational experiences reflect an emphasis on developing wellbeing-enhancing Assets including Having resources and support, Being an independent individual, and Relating well with teachers. In addition, Functioning efficiently in assessment-related activities and Striving towards acquisition of credits were considered important aspects of engaging in Actions that will lead to wellbeing in the future. In contrast, cognitive and affective Appraisals, such as Thinking creatively, critically, or meta-cognitively, or Feeling and expressing a wide range of emotions, were considered peripheral to their current educational experiences. Overall, data suggests that while understood in terms that reflected a view of wellbeing as a complex, learning system, wellbeing was experienced in the school context more simplistically. Implications for the development of wellbeing-enhancing educational experiences are discussed.
22
Kiptiony, Gladys Jerobon. "Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review." Journal of Education Management & Leadership (JEML) 3, no. 1 (May 6, 2024): xx. http://dx.doi.org/10.51317/jeml.v3i1.514.
Full textAbstract:
This critical review explores the potential of positive psychology interventions to cultivate a thriving school community by fostering positive relationships between teachers and students and among staff members. The highlights the ever-increasing recognition of the importance of positive relationships within schools for fostering student wellbeing, academic success, and staff satisfaction. The review synthesizes findings from various studies, examining the impact of positive psychology interventions on communication, trust, collaboration, and overall school climate. Both positive outcomes, such as increased student engagement and improved teacher-wellbeing, and potential challenges encountered during implementation are discussed. Additionally, the review considers factors that influence the effectiveness of interventions, such as school context, leadership support, and teacher training. The review acknowledges limitations in the current research base, including the need for more longitudinal studies and research investigating the long-term impact of positive psychology interventions. Furthermore, the review highlights the importance of considering contextual factors within schools that may influence the success of intervention implementation. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. By cultivating a more positive and collaborative school environment, these interventions can benefit student wellbeing and academic achievement, staff satisfaction, and overall school climate. Future research is necessary to further refine these interventions and optimize their application within diverse educational settings. Ultimately, integrating positive psychology into school practices can contribute significantly to building thriving school communities where both students and staff can flourish.
23
Syafina, Vilzha, Hepsi Nindiasari, and Yuyu Yuhana. "Analisis Rencana Pelaksanaan Pembelajaran (RPP) Matematika Daring untuk Mencapai Student Wellbeing di SMP Kabupaten Serang." JIPM (Jurnal Ilmiah Pendidikan Matematika) 10, no. 2 (March 6, 2022): 409. http://dx.doi.org/10.25273/jipm.v10i2.11015.
Full textAbstract:
<p><strong>Abstrak: </strong><span style="font-size: 9pt; line-height: 107%; font-family: 'Book Antiqua', serif;" lang="EN-US"><em>Student wellbeing </em>adalah suatu keadaan dimana siswa merasa nyaman didalam lingkungan sekolah. </span>Tujuan dari penelitian ini yaitu untuk mengetahui apakah RPP matematika daring di SMP Kabupaten Serang sudah mencapai student wellbeing. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Pada penelitian ini subjek yang digunakan adalah 5 guru mata pelajaran matematika dan siswa dari subjek guru matematika di SMP Kabupaten Serang. Subjek penelitian guru pada penelitian ini diambil dari beberapa SMP di Kabupaten Serang yang akreditasinya berbeda. Penelitian ini menggunakan instrumen non tes. Instrumen non tes yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil dari penelitian ini dapat disimpulkan bahwa RPP matematika daring yang digunakan di SMP Kabupaten Serang yang menuju student wellbeing yaitu sesuai.</p><p><strong>Kata kunci</strong>: Rencana Pelaksanaan Pembelajaran, Pembelajaran Daring, <em>Student Wellbeing.</em><em></em></p><p><strong><em>Abstract: </em></strong><em><em>Student wellbeing is a condition where students feel comfortable in the school environment.<strong> </strong></em></em><em>The purpose of this study was to determine whether the online mathematics lesson plans in SMP Kabupaten Serang had achieved student wellbeing. The method used in this research is descriptive with a qualitative approach. In this study, the subjects used were 5 mathematics teachers and students from mathematics teachers at SMP Kabupaten Serang. The subjects of the teacher research in this study was taken from several junior high schools in Kabupaten Serang with different accreditations. This study uses a non-test instrument. The non-instruments used were observation, interviews, and documentation. The results of this study can be concluded that the online mathematics lesson plans used in SMP Kabupaten Serang towards student wellbeing are appropriate.</em></p><p> </p><p><strong><em>Keywords:</em></strong> <em>Lesson Plans, Online Learning, Student Wellbeing</em></p>
24
Graham, Anne, and Julia Truscott. "Meditation in the classroom: supporting both student and teacher wellbeing?" Education 3-13 48, no. 7 (August 28, 2019): 807–19. http://dx.doi.org/10.1080/03004279.2019.1659385.
Full text
25
Kiptiony, Gladys Jerobon. "Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review." Journal of Education Management & Leadership (JEML) 3, no. 1 (May 6, 2024): xx. http://dx.doi.org/10.51317/jeml.v3i1.499.
Full textAbstract:
The traditional focus on academic achievement in educational systems has increasingly been scrutinized for neglecting students' and staff's emotional and social wellbeing. This critical review explores the potential of positive psychology interventions to cultivate a thriving school community by fostering positive relationships between teachers and students and among staff members. The review begins by outlining the core principles of positive psychology and its growing application within educational settings. It highlights the ever-increasing recognition of the importance of positive relationships within schools for fostering student wellbeing, academic success, and staff satisfaction. The focus then shifts to exploring the range of positive psychology interventions implemented in schools. This section examines interventions such as gratitude exercises, character strengths identification, mindfulness training, and collaborative goal setting. The review explores the theoretical underpinnings of each intervention and how it aims to cultivate positive emotions, strengths-based interactions, and a sense of community within the school environment. A central focus of the review is the critical analysis of research investigating the effectiveness of these interventions in improving teacher-student and staff relationships. The review synthesizes findings from various studies, examining the impact of positive psychology interventions on communication, trust, collaboration, and overall school climate. Both positive outcomes, such as increased student engagement and improved teacher-wellbeing, and potential challenges encountered during implementation are discussed. Additionally, the review considers factors that influence the effectiveness of interventions, such as school context, leadership support, and teacher training. The review acknowledges limitations in the current research base, including the need for more longitudinal studies and research investigating the long-term impact of positive psychology interventions. Furthermore, the review highlights the importance of considering contextual factors within schools that may influence the success of intervention implementation. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. By cultivating a more positive and collaborative school environment, these interventions can benefit student wellbeing and academic achievement, staff satisfaction, and overall school climate. Future research is necessary to further refine these interventions and optimize their application within diverse educational settings. Ultimately, integrating positive psychology into school practices can contribute significantly to building thriving school communities where both students and staff can flourish.
26
Achiri, Lum Bobga Jacqueline. "Work Environment as a Correlate of Teachers Psychological Wellbeing in Universities in Fako Division: The Case of the Chattered University Institute of Cameroon- CUIC." American Journal of Psychology 6, no. 2 (June 26, 2024): 23–39. http://dx.doi.org/10.47672/ajp.2119.
Full textAbstract:
Purpose: This study investigates the correlation between the work environment and the psychological wellbeing of teachers within Universities in Cameroon: The Case of the Chattered University Institute of Cameroon-CUIC Drawing on theories such as Herzberg's Motivation-hygiene theory, Maslow's Hierarchy of Needs, and the Affective Events Theory, the research explores how factors like classroom teaching space and office space availability influence the psychological wellbeing of educators. Materials and Methods: Using a quantitative-based cross-sectional design and purposive sampling, data were collected via a Likert scale questionnaire from 10 participants across seven departments. Descriptive and inferential statistics were employed for data analysis. Findings: The findings reveal significant positive relationships between both the availability of classroom teaching space and office space with the psychological wellbeing of teachers. The study underscores the importance of a conducive work environment in enhancing teachers' psychological wellbeing. Implications to Theory, Practice and Policy: It recommends measures for improving classroom and office space provisions to support teacher satisfaction and effectiveness. These findings contribute to the ongoing discourse on the role of the work environment in promoting teacher wellbeing and, by extension, student learning outcomes.
27
Scheer, David, and Désirée Laubenstein. "The Impact of COVID-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs." Social Sciences 10, no. 11 (October 20, 2021): 405. http://dx.doi.org/10.3390/socsci10110405.
Full textAbstract:
Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown.
28
Roza, Julia M. G., Anne C. Frenzel, and Robert M. Klassen. "The teacher-class relationship." Zeitschrift für Pädagogische Psychologie 36, no. 1-2 (January 2022): 115–32. http://dx.doi.org/10.1024/1010-0652/a000328.
Full textAbstract:
Abstract. Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class – which we define as teacher-class relationship – is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's α = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.
29
Hanafi, Munazza Rahim, and Wajidi Abuzar. "Overview of Student Enrolment, Teaching Faculty and Student-Teacher Ratio of Private and Public Universities in Pakistan." International Journal for Innovation Education and Research 9, no. 5 (May 1, 2021): 722–37. http://dx.doi.org/10.31686/ijier.vol9.iss5.3140.
Full textAbstract:
Growth and social wellbeing of a country largely depends on all the activities that require knowledge, expertise and highly qualified individuals to fill the gape between new avenues and job demand. Higher education institutions, number of enrolments in universities and availability of qualified teachers is important for fostering quality of education with a smooth flow of academic activities. This study is an attempt to gauge the situation of public and private universities in Pakistan by focusing on the number of universities, number of teachers and student-teacher ratio in public and private universities of Pakistan. Secondary data has been reviewed and examined from the available source (Pakistan Education Statistic). It has been identified that there is an increase in the number of universities but with a prominent decrease in teaching staff particularly in public sector universities, whereas student-teacher ratio has also been witnessed higher in public sector than the private universities in Pakistan.
30
Burrell-Craft, Kala, Danielle R. Eugene, and Juterh Nmah. "A Look at Race, Skin Tone, and High School Students’ Perceptions of Teacher–Student Relationship Quality." Social Sciences 11, no. 7 (June 25, 2022): 274. http://dx.doi.org/10.3390/socsci11070274.
Full textAbstract:
Racial disparities in education have put a spotlight on the role of teachers and the school environment that is created for students. As teachers are seen as a vital element of school climate, the interactions between teachers and students can have a significant effect on students’ success. The purpose of this study was to examine the associations between race, skin tone, and teacher–student relationship (TSR) quality. Data drawn from the Fragile Families and Child Wellbeing Study included 995 ethnically and racially diverse adolescents. Hierarchical regression analyses revealed that being Black, Hispanic, or Multi-racial was significantly associated with TSRs. However, there were no between-group differences in TSRs across racial categories. Skin tone was not a significant predictor of TSRs and did not moderate the relationship between race and TSRs. Findings raise important implications for teacher training and professional development focused on culturally relevant practices that support optimal student interactions and provide promising evidence for school connectedness as an intervening mechanism in improving TSR quality, particularly for students of color.
31
Berg, Stephen, Brent Bradford, Daniel B. Robinson, and Mark Wells. "GOT HEALTH? ACTION RESEARCHING A STUDENT-LED HEALTH PROMOTION PROGRAM." Canadian Journal of Action Research 19, no. 1 (September 11, 2018): 33–47. http://dx.doi.org/10.33524/cjar.v19i1.374.
Full textAbstract:
In British Columbia (BC), Canada, a school district effort was launched to focus on mental wellbeing in middle and senior secondary schools. The initiative “Got Health?” was intended to help students take the lead, through action research, in program development and delivery of information. The purpose of this action research project was to evaluate, assess, and report student and staff perceptions of “Got Health?” Particular focus lay with student and staff thoughts concerning the inspiration, benefits, and challenges of the student-led mental health initiative across multiple and diverse schools. Focus group interviews were conducted involving student and teacher members of “Got Health?” teams. Results revealed that the majority of participants believed a positive change occurred in their school environments, which included a favourable impact on the mental wellbeing messages shared throughout their school communities. This suggests that a student-led inquiry approach can be an effective means of promoting mental wellbeing in school settings.
32
Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.
Full textAbstract:
Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.
33
ȘTEFAN, Mihaela Aurelia. "Wellbeing – an important dimension of teaching-learning." Analele Universității din Craiova, seria Psihologie-Pedagogie/Annals of the University of Craiova, Series Psychology- Pedagogy 46, no. 1 (June 30, 2024): 236–49. http://dx.doi.org/10.52846/aucpp.2024.1.19.
Full textAbstract:
One of the most important tasks of the teacher is to build positive interpersonal relationships and thus generate a positive socio-emotional climate. The study aims to emphasize the importance of the emotional dimension of teachinglearning. Starting from the premise that wellbeing is a conditional factor of academic success, we focused, in this material, both on theoretical aspects related to wellbeing as an axis of teaching-learning, as well as on the results of an investigative approach regarding the state wellbeing of students in teachinglearning activities. The questions that stood out to us were the following: How much importance do students attach to wellbeing? To what extent are teachers concerned about the wellbeing of students? To what extent does the school teach students to focus on positive experiences and overlook negative ones? What are the students' suggestions regarding the main directions of action that can lead to student wellbeing in the classroom? Based on the processing and interpretation of the data collected through the application of a questionnaire, the recorded conclusions allowed the identification of some aspects regarding the importance of students' wellbeing in teaching activities, but also their suggestions with reference to building an educational climate focused on wellbeing. The research data demonstrated that the emotional, affective-motivational dimension is as important as the (meta)cognitive one. Wellbeing is essential in the didactic activity. Students' negative thoughts and emotions can be shaped, restructured, by building an environment focused on wellbeing that allows optimal and balanced adaptation to diverse situations.
34
Liu, Huani, Minjuan Wang, Hengling Wan, Yifan Lyu, and Haorong Zhu. "An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes." Sustainability 13, no. 2 (January 7, 2021): 501. http://dx.doi.org/10.3390/su13020501.
Full textAbstract:
In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.
35
Liu, Huani, Minjuan Wang, Hengling Wan, Yifan Lyu, and Haorong Zhu. "An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes." Sustainability 13, no. 2 (January 7, 2021): 501. http://dx.doi.org/10.3390/su13020501.
Full textAbstract:
In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.
36
Usca, Svetlana, Antra Kļavinska, and Inta Rimsane. "MEASUREMENTS OF STUDENTS’ WELLBEING – CASE STUDY IN A LATVIAN PRIVATE SCHOOL." Education. Innovation. Diversity. 1, no. 1 (November 17, 2020): 48. http://dx.doi.org/10.17770/eid2020.1.5333.
Full textAbstract:
Currently, there is too much emphasis on academic attainment and rankings, and not enough focus on the student wellbeing in basic school. However, the education system (especially in the context of the Covid-19 pandemic) has a significant opportunity to influence the health and habit formation of students who spend the greatest part of the day at school. There have been relatively few studies on student wellbeing in Latvia. The most significant research has been carried out in collaboration with the researchers from the Baltic countries (Estonia, Lithuania). The novelty of this research is related to the development of the theoretically and methodologically based indicators for measuring student wellbeing in an educational institution. The developed indicators will allow the teachers to clarify the situation, draw conclusions and improve the organizational culture. The goal of the research is to find out which indicators reflect the student wellbeing and how to measure them. Based on the study and theoretical findings about the wellbeing indicators there was developed the questionnaire, which consists of self-assessment check list filled by students and evaluation check list filled by parents and teachers. The indicators were united into four wellbeing dimensions: mental wellbeing, cognitive wellbeing, social wellbeing, and physical wellbeing. The following participants filled in the check list and participated in the approbation of the questionnaire: 18 students ages 9-12, 18 parents and 18 teachers. It was suggested to assess the statements related to social, cognitive, physical and mental wellbeing following the Likert scale. The data obtained in the survey was coded and processed in the program SPSS 25.0, using the Frequency test, T-test, ANOVA test. Results indicated that students' sense of wellbeing is changeable. It is influenced by students’ age and gender, and their personal value system. Therefore, measurement of student wellbeing should be done on regular bases. This will allow teachers to create an appropriate environment for the student, as well as to identify problems in a timely manner and, if necessary, start pedagogical correction work.
37
Feser, Markus Sebastian. "STUDENTS’ AND STUDENT TEACHERS’ SENSE OF BELONGING TO SCIENCE: WHAT DO WE KNOW SO FAR?" Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 340–43. http://dx.doi.org/10.33225/jbse/21.20.340.
Full textAbstract:
Forming a sense of belonging to others is a fundamental need of humans as social beings (Baumeister & Leary, 1995). Meeting this fundamental need crucially influences individuals’ intrinsic motivation (Ryan & Deci, 2000) and identity development (Wenger, 1999). Given this, a growing number of studies have investigated the extent to which university students’ success and wellbeing in science education is related to their sense of belonging to science. This research has brought greater clarity to university students’ development in science education; however, numerous aspects of university students’ sense of belonging to science remain understudied. In particular, there has been insufficient research on how sense of belonging to science might moderate or influence initial science teacher education. Therefore, this editorial aims to provide an overview of the major research findings that address students’ and student teachers’ sense of belonging to science and to inspire future research in science (teacher) education.
38
Mburu, Jane. "“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom." International Journal of Multicultural Education 24, no. 1 (April 25, 2022): 27–46. http://dx.doi.org/10.18251/ijme.v24i1.2623.
Full textAbstract:
As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment.
39
Mburu, Jane. "“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom." International Journal of Multicultural Education 24, no. 1 (April 25, 2022): 27–46. http://dx.doi.org/10.18251/ijme.v24i1.2623.
Full textAbstract:
As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment.
40
Roberson, Anthony J., and Tyler L. Renshaw. "Initial Development and Validation of the Student Wellbeing Teacher-Report Scale." School Mental Health 11, no. 3 (January 1, 2019): 578–99. http://dx.doi.org/10.1007/s12310-018-09305-x.
Full text
41
Bromley, Matt. "Reducing teacher workload: Part 1." SecEd 2019, no. 15 (October 1, 2019): 21–27. http://dx.doi.org/10.12968/sece.2019.15.21.
Full textAbstract:
Excessive and inappropriate workload is a key reason for teachers quitting the profession. In a two-part SecEd Best Practice Focus, Matt Bromley looks at how schools can keep workload in check. In part one, he touches upon the role of leadership, culture, student behaviour, school routines, email and more. He also offers tips to help teachers protect their own wellbeing
42
Abubakar, Al Munnir, Tengku Faekah bt Tengku Ariffin, Fauziah Md Jaafar, and Dinar Roudhotul Lailia. "Mediating Role of Perceived Organizational Support in Relationship Between Teacher Self-Efficacy and Teacher Effectiveness." Madrosatuna: Journal of Islamic Elementary School 3, no. 2 (November 13, 2019): 59. http://dx.doi.org/10.21070/madrosatuna.v3i2.2755.
Full textAbstract:
The main aim of the study is to examines the relationship between teacher effectiveness and perceived organizational support in mediating by self-efficacy. Teacher effectiveness is the ability to produce gains on student achievement scores, taking account of a baseline measure of students’ performance. Perceived Organizational Support (POS) refers to employees' perception concerning the extent to which the organization values their contribution and is concerned about their wellbeing. Teacher self-efficacy is meant by teachers’ belief in their own ability to organize and execute courses of action essential to successfully achieving the specific teaching tasks in specific situations. The study is conceptual in nature and the research considers the drivers which motivate the teachers. The population of the study comprised secondary school teachers in Bauchi metropolitan. The proposed method of the study is quantitative which will be use questionnaire. The sample will be composed of males and females’ teachers. The study will adopt the descriptive survey design and all the information will collected through a questionnaire which largely had close-ended questions and one open-ended question.
43
Cui, Bo, Mathew A. White, and Faye McCallum. "Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews." International Journal of Chinese Education 11, no. 1 (January 2022): 2212585X2210928. http://dx.doi.org/10.1177/2212585x221092849.
Full textAbstract:
Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.
44
Yager, Zali. "Developing wellbeing in first year pre-service teachers: Reflections on a personal approach to professional education." Journal of Student Wellbeing 3, no. 1 (September 11, 2009): 52. http://dx.doi.org/10.21913/jsw.v3i1.419.
Full textAbstract:
The general health of Australians is a growing concern, particularly with the current focus on reducing the prevalence of preventable risk factors for disease and overweight in children and adults. Schools are becoming increasingly responsible for health promotion, and educating young people about healthy lifestyle behaviours, yet there has not been an increase in required health education training for primary school teachers.
The likely place for training future teachers to adapt to the demands of a changing curriculum is during their pre service training, but the health of university students is a concern in itself. The transition to university and the university environment, with its increase in personal responsibility and culture of alcohol consumption; and the focus on competition and success in personal and academic areas can place students at risk of a multitude of health problems. In addition these students are typically at an age where risk taking is common and they rarely know or care about the consequences for their health in the future.
To address these issues, a first year undergraduate health education subject was developed and delivered to all Bachelor of Education students at the Bendigo campus of La Trobe University in Australia. This subject was designed to utilise behaviour change theory and best practice in pre-service teacher preparation to focus on improving student’s personal health behaviours in order to prepare them for teaching about such health issues in schools. Program details, staff reflection and student feedback are discussed and suggestions for application in teacher education are also given.
45
Helwiya, Helwiya. "Conducting Teacher Stage Coaching Using SAC Media during pandemic Through Techniques." Journal of Sosial Science 2, no. 2 (March 25, 2021): 152–61. http://dx.doi.org/10.46799/jsss.v2i2.110.
Full textAbstract:
oaching techniques can be done by the principal to conduct mentoring, mentoring and training on teachers and tendik whose performance is still not in accordance with the standards set. Especially online learning (online) or online learning during the covid-19 pandemic, has a variety of ineffective opportunities. In addition, the problem of utilization of technology and learning media used in the implementation of learning is not maximal. The media used does not support the implementation of the teacher-selected learning model. Improving the competence and skills of teachers in using the media during the pandemic also needs to get the attention of the principal. In the Project to Improve the competence of prospective principals, the author conducts activities to improve the competence of teachers in the implementation of the learning process, especially the use of media through coaching techniques. Based on the results of the study obtained can be concluded that the use of android-based media, one of which is Smart Aplication Creator (SAC), is able to increase the activities of students in following learning from home, which is implemented during the covid-19 pandemic. This can be seen in five aspects, namely based on observation of the implementation of learning, the effectiveness of media use, the results of activities, student achievements and student wellbeing. In the observation aspect of learning implementation there was an increase from 76.50 to 90.39; from the effectiveness aspect of media use increased from 68.33 to 86.11; from the aspect of the evaluation of activities there was an increase from 74.17 to 90.00; from the student achievement aspect increased from 71.94 to 88.89 and from the student wellbeing aspect increased from 81.84 to 85.59.
46
Helwiya, Helwiya. "Conducting Teacher Stage Coaching Using SAC Media during pandemic Through Techniques." Journal of Social Science 2, no. 2 (March 25, 2021): 152–61. http://dx.doi.org/10.46799/jss.v2i2.110.
Full textAbstract:
oaching techniques can be done by the principal to conduct mentoring, mentoring and training on teachers and tendik whose performance is still not in accordance with the standards set. Especially online learning (online) or online learning during the covid-19 pandemic, has a variety of ineffective opportunities. In addition, the problem of utilization of technology and learning media used in the implementation of learning is not maximal. The media used does not support the implementation of the teacher-selected learning model. Improving the competence and skills of teachers in using the media during the pandemic also needs to get the attention of the principal. In the Project to Improve the competence of prospective principals, the author conducts activities to improve the competence of teachers in the implementation of the learning process, especially the use of media through coaching techniques. Based on the results of the study obtained can be concluded that the use of android-based media, one of which is Smart Aplication Creator (SAC), is able to increase the activities of students in following learning from home, which is implemented during the covid-19 pandemic. This can be seen in five aspects, namely based on observation of the implementation of learning, the effectiveness of media use, the results of activities, student achievements and student wellbeing. In the observation aspect of learning implementation there was an increase from 76.50 to 90.39; from the effectiveness aspect of media use increased from 68.33 to 86.11; from the aspect of the evaluation of activities there was an increase from 74.17 to 90.00; from the student achievement aspect increased from 71.94 to 88.89 and from the student wellbeing aspect increased from 81.84 to 85.59.
47
Nimasari, Elok Putri, Slamet Setiawan, and Ahmad Munir. "How Do Indonesian Student-Teachers Experience Wellbeing during Research Supervision? A Qualitative Interview Study." International Journal of Learning, Teaching and Educational Research 23, no. 3 (March 30, 2024): 348–66. http://dx.doi.org/10.26803/ijlter.23.3.17.
Full textAbstract:
Research supervision is a collaborative and interactive process that plays a significant role in shaping the successful outcome of a student's learning in higher education. Crucial, but often neglected, we believe that the role of students’ wellbeing during dialogic and sociocultural interaction such as communication styles and expectations during thesis supervision raises issues concerning best practice in students' success. This qualitative interview study investigated thirteen student-teachers’ wellbeing at one private and one public English school in an additional language university context. Drawing on Seligman's positive psychology and Longo’s wellbeing thematic coding analysis, we reported how professional dialogue from dialogic and sociocultural perspectives in the supervisory interaction shape student-teachers’ five wellbeing dimensions: positive emotion, positive relationship, engagement, meaning and accomplishment. Micro elements of wellbeing were identified and analysed inductively. The findings illuminated how institutional and environmental cultures intricately shape students' wellbeing, highlighting that wellbeing is not only constructed through supervisory advice but also dynamically challenged and nurtured through ongoing dialogic interactions among students. The policy and practical implications arising from this research were discussed.
48
Podolskii, Andrei Ilich, and Olga Afanasevna Idobaeva. "Teacher psychoemotional wellbeing as a factor of formation of student value area of personality." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2016): 127–36. http://dx.doi.org/10.51314/2073-2635-2016-1-127-136.
Full textAbstract:
The paper presents a study on the interrelationship noetic orientations and psychoemotional tension of teachers with value-motivational sphere of personality of students and their psychological well-being. Totally the study involved 835 adolescents and 125 teachers. The existence of a relationship of emotional stress and noetic orientations with student anxiety and several indicators of value-motivational sphere has been shown.
49
Havas, Magda, and Angela Olstad. "Power quality affects teacher wellbeing and student behavior in three Minnesota Schools." Science of The Total Environment 402, no. 2-3 (September 1, 2008): 157–62. http://dx.doi.org/10.1016/j.scitotenv.2008.04.046.
Full text
50
McCallum, Faye, and Deborah Price. "Well teachers, well students." Journal of Student Wellbeing 4, no. 1 (November 15, 2010): 19. http://dx.doi.org/10.21913/jsw.v4i1.599.
Full textAbstract:
Promoting self-awareness of wellbeing in beginning teachers will contribute to their longevity and productivity. As the profession ages we are faced with the fact that many teachers are retiring, creating some shortages; increased numbers are leaving the profession prematurely; fewer applicants are entering teacher training; and some argue that the current workforce of teachers cannot relate to current students’ life worlds. For beginning teachers, this raises issues related to their wellbeing and ability to transition and cope, and also justifiably provides challenges and opportunities for school reform, leadership and curriculum renewal. Additionally, teachers must be able to ‘connect’ with children and young people if they are to make a difference in their learning, health and wellbeing. In this paper we argue that the retention of teachers is dependent on having a wellbeing strategy in place that clearly identifies inhibiting and enabling strategies. Beginning teachers need to be able to identify such strategies to remain well – for themselves and the future of our children and young people.