Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations

Kingsford-Smith, Andrew A.; Collie, Rebecca J.; Loughland, Tony; Nguyen, Hoa Thi Mai

doi:10.1016/j.tate.2023.104229

Cited by 3 publications

(1 citation statement)

References 77 publications

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“…Being able to shape student learning and behaviour has been positively associated with SE teacher levels of job satisfaction and inversely correlated with burnout and stress (Turner et al, 2022;Viel-Ruma et al, 2010;Womack & Monteiro, 2023). Teachers with high self-efficacy are able to meet challenges within the school context, including catering for students with disability (Collie et al, 2020;Kingsford-Smith et al, 2023). It has also been argued that autonomy is an element of teacher capacity to reflexively carry out their role to the best of their ability (Collie & Carroll, 2023;Kaynak, 2020;Olsen & Mason, 2023;Ryan & Deci, 2020).…”

Section: School Connectednessmentioning

confidence: 99%

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Sawatske,

Leonard,

Harris

et al. 2024

Australas. j. spec. incl. educ.

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Extant studies of special education teacher wellbeing often focus on negative aspects, such as stress, burnout and the consequent attrition from teaching, the latter occurring with increasing frequency in the field of special education. In this article, the authors use the OECD teacher wellbeing framework to conceptualise special education teacher wellbeing as a positive multidimensional construct, making the case for uncoupling special education teacher wellbeing from mainstream teacher wellbeing given the almost paradigmatic difference in roles, responsibilities, and educational context within Australian schools. The (limited) literature reveals numerous possibilities for supporting and promoting special education teacher wellbeing with salient wellbeing-promoting factors, such as teacher self-efficacy, connectedness, professional development, and class structure. Further empirical studies harnessing these factors will help improve working conditions and the wellbeing of special education teachers.

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Section: School Connectednessmentioning

confidence: 99%

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Sawatske,

Leonard,

Harris

et al. 2024

Australas. j. spec. incl. educ.

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Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools

M James,

Schroder,

Hogan

2024

Discourse: Studies in the Cultural Politics of Education

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Physical and mental wellbeing, teaching efficacy and school connectedness—A study with preschool teachers in Portugal

Ferreira,

Barqueira,

Reis-Jorge

et al. 2024

Front. Educ.

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This article aims to investigate correlations between physical and mental wellbeing, teaching efficacy and school connectedness and to explore the relationship between those dimensions and sociodemographic variables such as age, teaching experience, academic qualifications, education sector, and geographical regions. For this purpose, an online questionnaire was applied to 450 preschool teachers. To assess physical and mental wellbeing the PISA 2020 teacher questionnaire was used, and to evaluate teaching efficacy and school connectedness the Subjective Teacher Wellbeing Questionnaire was applied. Descriptive statistics were calculated for all variables. The reliability, internal consistency and suitability of the data for factor analysis. were assessed for each of the questionnaires. The ANOVA test and Kruskal–Wallis’s test were used to identify significant differences between the dimensions under analysis and sociodemographic variables. The results show that school connectedness is positively related to teaching efficacy and the same positive association occurs between physical and mental wellbeing. A negative association is observed between school connectedness and physical and mental wellbeing and teaching efficacy and physical wellbeing and mental wellbeing. The results also indicate that older preschool teachers and those with more years of experience had a significantly higher score in teaching efficacy than their younger and less experienced counterparts. The preschool teachers from the Porto and North Regions of Portugal had significantly higher scores in the mental wellbeing dimension when compared with their colleagues from other regions of the country.

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Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations

Cited by 3 publications

References 77 publications

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools

Physical and mental wellbeing, teaching efficacy and school connectedness—A study with preschool teachers in Portugal

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