Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education

White, Mathew A.; McCallum, Faye

doi:10.1007/978-981-15-4124-7_7

Cited by 13 publications

(10 citation statements)

References 70 publications

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“…Second, wellbeing literacy provides an avenue to integrate positive education into the fabric of the education system. The link between wellbeing and other discipline specific learning and teaching are not always immediately obvious (White & McCallum, 2020). As wellbeing literacy draws on existing learning and teaching capacities associated with multimodal literacy comprehension and composition (ACARA, 2020a), providing language and approaches that educators are already familiar with.…”

Section: Why Does Wellbeing Literacy Matter?mentioning

confidence: 99%

“…Languishing students are not uncommon in classrooms, and teachers and educators ardently seek student wellbeing (White, 2016). The Australian Report of the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (2018) records 99% of teachers believe student wellbeing to be important (White & McCallum, 2020). However, while teachers are passionate about their students and vocation, teaching is complicated and practitioners require answers and pragmatism (Allen, Rowan, & Singh, 2019;Fried, 2001).…”

Section: Implications For Educatorsmentioning

confidence: 99%

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Wellbeing Literacy and Positive Education

Oades

Baker

Francis

et al. 2021

The Palgrave Handbook of Positive Education

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Wellbeing literacy is a capability involving the vocabulary and knowledge about wellbeing, and skills of communicating, via multimodal pathways, for the wellbeing of oneself and others, in a way that is context sensitive and intentional. Wellbeing literacy offers three key benefits. Firstly, it may orient our focus towards wellbeing capabilities and processes, allowing for measurement and consideration of factors enabling or blocking wellbeing development. Secondly, wellbeing literacy provides an avenue to integrate positive education into education systems, drawing on existing multimodal learning and teaching capacities and strengths, while addressing existing curriculum requirements. Thirdly, wellbeing literacy is contextually sensitive and applicable to individuals and the systems in which they exist. Importantly, wellbeing literacy may provide the essential conduit between wellbeing interventions and wellbeing outcomes, and thereby be a necessary component for creating and sustaining well lives, providing a common language to build wellbeing capabilities within schools and their communities.

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Section: Why Does Wellbeing Literacy Matter?mentioning

confidence: 99%

Section: Implications For Educatorsmentioning

confidence: 99%

Wellbeing Literacy and Positive Education

Oades

Baker

Francis

et al. 2021

The Palgrave Handbook of Positive Education

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“…Intention to leave the profession is associated with various factors, including a lack of helpful collegial relationships in preservice education, low-quality orientation programs, unhelpful mentoring, dissatisfaction with working conditions (e.g., high workload), disappointment with the school system, and a lack of commitment ( Kelly et al, 2019 ; Räsänen et al, 2020 ). On the other hand, turnover intention has been found to decrease when teachers experience a higher degree of well-being ( Arnup and Bowles, 2016 ; Chang et al, 2017 ; Grant et al, 2019 ; White and McCallum, 2020 ). Hence, teachers’ well-being can serve as an important catalyst for commitment to the teaching profession and intentions to remain in their current job ( Klusmann et al, 2008 ; McCallum, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, teachers’ well-being can serve as an important catalyst for commitment to the teaching profession and intentions to remain in their current job ( Klusmann et al, 2008 ; McCallum, 2020 ). It was repeatedly found that teacher social and emotional well-being are strongly related to the teaching quality and that it is instrumental in enhancing pupils’ success, achievement, and satisfaction ( Jennings and Greenberg, 2009 ; White and McCallum, 2020 ). One key to overcoming turnover intention may be found in social support.…”

Section: Introductionmentioning

confidence: 99%

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

et al. 2022

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Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic.

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“…Figure 1 Stage 1-The appreciative inquiry 4-D cycle (Cooperrider et al, 2008;White & McCallum, 2020).…”

mentioning

confidence: 99%

Effect of the subject - ‘Happiness Engineering’ on Indian senior secondary school students

Alam,

Mohanty

2023

Multidiscip. Sci. J.

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The objective of this research is to investigate the implications of teaching Happiness Engineering subject on various positive psychological outcomes, including subjective well-being, prosocial behavior, and life satisfaction among students enrolled in the 11th and 12th grades, hailing from two senior secondary schools situated in the Bokaro district of Jharkhand, India. The research involved 216 participants from seven classes, who were randomly assigned to one of two conditions: HE (Happiness Engineering) and Control. Participants were selected such that students who took Happiness Engineering as a compulsory subject were part of the HE groups, and those who did not, were part of the Control group. The researchers investigated the development and expression of overall well-being in students, including subjective well-being, gratitude, prosocial behavior, and life satisfaction. The effect of this intervention (teaching of Happiness Engineering subject) was then compared to the control condition (where participants did not engage in Happiness Engineering classes). The results of the study revealed several significant findings. First, participants who were part of the HE intervention group reported higher levels of optimism and life satisfaction and lower levels of negative affect. This suggests that the act of consciously focusing on and appreciating positive aspects of one’s life can lead to increased well-being and decreased negative emotions. An exceptionally profound revelation came to light concerning the robust correlation between HE classes and contentment regarding the scholastic milieu. It is noteworthy that, both directly after the implementation of the intervention and during the subsequent assessment at the end of a four-week period, the cohort exposed to the HE intervention exhibited elevated levels of satisfaction in their educational environment in contrast to the control condition. The study unveiled that Happiness Engineering is an effective school subject that has the potential to profoundly influence young adults in perceiving and engaging with their school environment, ultimately fostering a more positive and enriching educational experience.

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Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education

Cited by 13 publications

References 70 publications

Wellbeing Literacy and Positive Education

Wellbeing Literacy and Positive Education

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

Effect of the subject - ‘Happiness Engineering’ on Indian senior secondary school students

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