Unravelling the wellbeing needs of Australian teachers
A qualitative inquiry
Bibliographic Data
| ID | 21522449 |
|---|---|
| Authors | Narelle Lemon (0000-0003-1396-5488, Edith Cowan University), Kristina Turner (0000-0002-0585-9207, Swinburne University of Technology, corresponding author) |
| Year | 2024 |
| Volume | 51 |
| Issue | 5 |
| Pages | 2161-2181 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-023-00687-9 |
| OpenAlex | W4391229462 |
| Language | EN |
| Citations received | 14 |
| References cited | 65 |
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers
Engineering ethics · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Engineering · Healthcare professionals’ stress and burnout · Occupational Health and Burnout · Psychology · Stress and Burnout Research
Balancing Identities
Who cares for the carers
Tackling teacher workload
Blinded by the light
Feeling heard and respected
Drivers of burnout and turnover among Queensland educators
Eudaimonic and Hedonic Wellbeing Among ELT Student Teachers
Unpacking teachers’ personal accomplishments within the JD-R model
Our unseen battle”
Embracing vulnerability and evolving through trauma
A systematic review of risk and protective factors for teacher attrition and intent to leave the workforce in the Australian context
Beyond the nine-to-five
Strategies teachers use to maintain motivation
Key school leadership practices to enhance teacher wellbeing
The Coding Manual for Qualitative Researchers
Teachers’ professional competence and wellbeing
Inconvenient truths about teacher learning
Canadian teachers’ attitudes toward change, efficacy, and burnout during the Covid-19 pandemic
Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being
Classroom Management Self-Efficacy and Burnout
Discourse on wellbeing in research and practice
Orientations to happiness and life satisfaction
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
The challenge of defining wellbeing
Thriving not just surviving
Perma and the building blocks of well-being
Measuring Meaningful Work
Mental health interventions in schools in high-income countries
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Intrinsic Motivation and Self-Determination in Human Behavior
Impacts of School Communication on Job Satisfaction in Australian Primary Schools
‘Stretched very thin’
The being of a teacher
Teacher wellbeing in England
Advances in understanding and intervening in teacher stress and coping
“I Feel Like Nothing Else Will Ever Be This Hard”
Towards a Model of Teacher Well-Being from a Positive Emotions Perspective
Teacher stress and burnout in Australia
Understanding teacher emotions
When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks
A new framework for teachers’ professional development
New evidence on teachers’ working hours in England. An empirical analysis of four datasets
Factors Contributing to Teacher Burnout During Covid-19
Positive Affect and the Complex Dynamics of Human Flourishing
The measurement of experienced burnout
The relationship between teacher burnout and student motivation
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
| Unique citing works | 14 |
|---|---|
| Citations per year | 7 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |