Global social work working conditions and wellbeing

Ravalier, Jermaine; Jones, David; Truell, Rory; McFadden, Paula

doi:10.1177/00208728221112731

Cited by 15 publications

(6 citation statements)

References 38 publications

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“…Several studies have indicated that the demand that influences teachers' well‐being the most is workload, which involves a considerable amount of admin and paperwork, extent of non‐teaching tasks, loss of non‐class contact time, large class sizes, and lack of support within the classroom and a more heterogeneous student population (Butt & Lance, 2005; Hakanen et al, 2006; Ravalier & Walsh, 2017). Furthermore, workload could cause work–life conflict (WLC) being an extension of work–family conflict, reflecting the reality that the work role may interfere with individuals' other personal life roles and interests (Kossek, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Hakanen et al, 2006; Harmsen et al, 2019; Tadić et al, 2015). Results of research done on SWB have indicated, among other things, that workload in teachers is negatively associated with job satisfaction (JS) and that having autonomy and exchange with the manager is positively correlated with JS (Ravalier & Walsh, 2017). Albeit, this research exclusively focused on JS and did not incorporate emotions, an essential part of SWB.…”

Section: Introductionmentioning

confidence: 99%

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Effects of job demands and resources on the subjective well‐being of teachers

Ostermeier,

Koops,

Peccei

2023

Review of Education

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Although it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes. Context and implicationsRationale for this studyIt is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.Why the new findings matterThis study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.Implications for practiceThe present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of job demands and resources on the subjective well‐being of teachers

Ostermeier,

Koops,

Peccei

2023

Review of Education

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“…Social workers report the negative impacts of working in this context, including low job satisfaction and retention (e.g., Antonopoulou et al, 2017; BBC, 2021). Amongst workers, burnout is a frequent complaint (Gibbons et al, 2011; Hussein, 2018; Ravalier & Boichat, 2018).…”

Section: Introductionmentioning

confidence: 99%

“Fighting the invisible system”: A grounded theory study of the experiences of child protection social workers in England

Brazil,

Nolte,

Rishworth

et al. 2023

Child & Family Social Work

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This article reports on an exploration of social workers' perspectives on the social policy and agency processes that shape their experiences of working in child protection services. A qualitative constructivist grounded theory methodology was employed, and 17 qualified social workers and managers were recruited. Social workers described working within an oppressive system, balancing unrealistic demands placed on them, and struggling to restore balance and hope. They shared how this filtered into the work they do with families and the role that relationality and peer support has in surviving the work.

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“…They have a responsibility for the wellbeing and mental health of their students (Scottish Government, 2021) and a requirement to be trauma informed (NHS Health Scotland 2017; NHS Education for Scotland, 2020). They have oversight of the social and emotional needs of their pupils and families (Scottish Executive, 2006;Scottish Government, 2014) which can provide a greater level of emotional demand on them (Hanley, 2017;Ravalier & Walsh, 2017). It has therefore been argued that to expect this level of social and emotional engagement from teachers, without providing a safe reflective space, could be problematic for them as individuals and for the education system as a whole (Reid & Soan, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…To address these tensions, many have advocated for PRS as a space to be able to share the emotional load with someone outside of the school. Someone who can hold and contain the level of emotion felt and provide a safe space to explore issues and to rehearse different ways of understanding and managing them (Ravalier & Walsh, 2017;Lawrence, 2020;Bainbridge et al, 2022). This proposition has been further strengthened by the impact of the recent pandemic (Connor et al, 2022), which has provided the catalyst to bring into mainstream discussions the possibility of PRS being more regularly provided in schools, as the increasing pressure on staff to keep children safe and improve, not only their academic skills and successes, but also Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision?…”

Section: Introductionmentioning

confidence: 99%

Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best?

Cairns,

Daly,

Boyle

2023

bpsecp

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RationaleSchools provide direct support to a range of pupils, many of whom have social/emotional needs or are vulnerable due to their economic status or family circumstances. Teaching can therefore be considered a profession with a high level of emotional demand, that requires the need for reflection, support, and a consideration of the emotional and psychological impacts on children, their families, and other colleagues within schools. The provision of supervision has been found to support the emotional wellbeing of education staff who engage with it, but this offer is not made to all. In addition, the model of supervision used in schools is often one ‘borrowed’ from another discipline and may not be completely suited to meeting the wellbeing needs of HTs who carry a significant emotional load in schools.AimThis small-scale research study was undertaken with a group of twelve head teachers (HTs) and eight educational psychologists (EPs) in one Scottish local authority. The research considered whether professional reflective supervision (PRS) could have a role in supporting HT wellbeing and if so, what form this should take.MethodBoth qualitative and quantitative information was gathered from questionnaires and from four workshops. HTs discussed whether PRS could be a helpful support to them. This was then offered by EPs, based on a model created by the HTs and was evaluated through an end of trial questionnaire and two workshops.FindingsHTs agreed that PRS could support their wellbeing but that a bespoke model was required. Both HTs and EPs provided positive feedback on their experience of this model, where the wellbeing of HTs was central. This led to the creation of guidance, training and the ongoing offer of supervision for all HTs within the local authority, delivered by the EP Service.LimitationsThis research was context specific and small scale and so no causal claims are made from the patterns and trends emerging from the findings.

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Global social work working conditions and wellbeing

Cited by 15 publications

References 38 publications

Effects of job demands and resources on the subjective well‐being of teachers

Effects of job demands and resources on the subjective well‐being of teachers

“Fighting the invisible system”: A grounded theory study of the experiences of child protection social workers in England

Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best?

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