Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing
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| Title: | Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing |
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| Language: | English |
| Authors: | Hartcher, Karen (ORCID |
| Source: | Cambridge Journal of Education. 2023 53(3):329-356. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Ecological Factors, Teachers, Well Being, Self Efficacy, Teacher Persistence, Resilience (Psychology), Psychological Patterns, Teacher Effectiveness, Teaching (Occupation), Foreign Countries, Teacher Competencies, Coping, Emotional Intelligence, Collegiality, Teacher Student Relationship, Teaching Conditions |
| Geographic Terms: | Europe, United States, United Kingdom, Canada, Finland, Turkey, Hong Kong, Iran, South Africa |
| DOI: | 10.1080/0305764X.2022.2155612 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1385373 |
| Database: | ERIC |
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| Abstract: | Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2022.2155612 |
