Exploring Student and Teacher Perspectives on Well-being Development: A Mixed-methods Investigation

Abstract

Attaining and sustaining student well-being is an essential goal in educational practice. Schools have a strategic role to play in developing students' well-being. This study aims to examine the role of schools in developing student well-being and to explore students' and teachers' opinions about such development. This study used a mixed-method sequential explanatory design. Quantitative data was collected from one thousand nine hundred and seventy-two students from eleven junior high schools in East Java Province, Indonesia. Qualitative data were collected from four students and four teachers. Descriptive analysis and regression analysis techniques were used to analyse the quantitative data, while thematic analysis was used to analyse the qualitative data. The hypothesis that school climate affects students' well-being was accepted. This study also found that three school climate characteristics affect students' well-being: a sense of belonging, harmonious relationships, and positive student-teacher interactions. The results of this study suggest that the development of students' well-being can be promoted by creating a school climate that fits these three criteria. This research was only conducted at the secondary level. The use of subjects at various levels of education, ranging from the level of primary education to higher education, needs to obtain more in-depth information about the development of student well-being in school toward the future.