Literaturnachweis - Detailanzeige
| Autor/in | Sharrocks, Louise |
|---|---|
| Titel | School Staff Perceptions of Well-Being and Experience of an Intervention to Promote Well-Being |
| Quelle | In: Educational Psychology in Practice, 30 (2014) 1, S.19-36 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0266-7363 |
| DOI | 10.1080/02667363.2013.868787 |
| Schlagwörter | Well Being; Intervention; Questionnaires; Focus Groups; Pretests Posttests; Educational Psychology; Life Satisfaction; Teacher Attitudes; Faculty Development; Familiarity; Participant Satisfaction; Evidence; Attitude Change; Program Effectiveness; Job Satisfaction; Mental Health Programs; Foreign Countries; United Kingdom |
| Abstract | An intervention was carried out with primary school staff to promote well-being with weekly sessions of a project which became known as Chill and Chat. Data were gathered via questionnaires completed before and after the project and from three focus groups (before, during and after the intervention), and were analysed using thematic analysis. Results suggested that well-being was seen as important; however, colleagues with poor mental well-being were "pathologised", with "learning" to cope and maintaining positive well-being perceived as the sole responsibility of the staff member. Staff perceived the informality of provision to promote well-being as important and valued time to develop better relationships with colleagues rather than just "working relationships". Staff also reported perceptions of greater classroom efficacy, increased job satisfaction and feeling calmer. Implications for educational psychologist (EP) practice in helping school staff reflect on their well-being and actions to work as a team to promote well-being in school are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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