What Makes Teachers Well? A Mixed-Methods Study of Special Education Teacher Well-Being

Autor/inn/en	Fox, Harriet B.; Tuckwiller, Elizabeth D.; Kutscher, Elisabeth L.; Walter, Heather L.
Titel	What Makes Teachers Well? A Mixed-Methods Study of Special Education Teacher Well-Being
Quelle	In: Journal of Interdisciplinary Studies in Education, 9 (2020) 2, S.223-248 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	Special Education Teachers; Well Being; Secondary School Teachers; Teaching Conditions; Work Environment; Stress Management; Teacher Burnout; Students with Disabilities; Special Schools; Learning Disabilities; Collegiality; Values; Barriers; Attention Deficit Hyperactivity Disorder + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Stressmanagement; Stressbewältigung; Burnout-syndrom; Burnout; Burnout-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Learning handicap; Lernbehinderung; Kollegialität; Wertbegriff
Abstract	Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers' reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers' subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers' well-being. (As Provided).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01