Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing

Autor/inn/en	Hartcher, Karen; Chapman, S.; Morrison, C.
Titel	Applying a Band-Aid or Building a Bridge: Ecological Factors and Divergent Approaches to Enhancing Teacher Wellbeing
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.329-356 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartcher, Karen) ORCID (Chapman, S.) ORCID (Morrison, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2155612
Schlagwörter	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; Europe; United States; United Kingdom; Canada; Finland; Turkey; Hong Kong; Iran; South Africa + Suchen Sie Ihr Suchwort? Ökologischer Ansatz; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf; Ausland; Lehrkunst; Bewältigung; Emotionale Intelligenz; Kollegialität; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Europa; USA; Großbritannien; Kanada; Finnland; Türkei; Hongkong; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01