The Effect of Family–Educator Relationships on Special Educator Well-Being
Bibliographic Data
| ID | 22046876 |
|---|---|
| Authors | Shana J Haine (0000-0002-9068-6194, University of Vermont, corresponding author), Melanie J Levitt (University of Virginia), Emily West-Geary (University of Vermont), Alexandra Turner (0009-0000-8950-5643, University of Vermont), Cynthia Jane Herbert (University of Vermont), Jessica Strolin-Goltzman (0000-0001-7278-4703, University of Vermont) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1120 |
| Publication date | 2025-08-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091120 |
| OpenAlex | W4413783622 |
| Language | EN |
| References cited | 46 |
Educator well-being is fundamental to the success of educational systems and is linked to improved student outcomes, teacher retention, and school success. Educator well-being is a multidimensional construct that reflects flourishing and encompasses professional fulfillment, a strong sense of purpose, resilience, and a balance between relationships, individual needs, and workplace conditions. The well-being of educators is deeply rooted in the quality of their relationships. While research documents the effect of various relationships on educator well-being, the effect of family partnership on educator well-being is not well documented. The purpose of this qualitative study, which included interviews with 22 special education teachers in the US, is to explore how family partnerships affect special educator well-being. We found that trust, communication, and advocacy were aspects of relationships with their students’ families that affected special education teacher well-being through impacting their perceived professional effectiveness and emotional fulfillment. Implications are discussed
Mathematics education · Pedagogy · Well-being · Diverse Education Studies and Reforms · Family and Disability Support Research · Parental Involvement in Education · Psychology
Teacher Well-Being
Assessing teachers’ positive psychological functioning at work
The trouble with teacher turnover
Special Education Teacher Burnout
The role of relational resilience in teachers’ career-long commitment and effectiveness
Understanding teacher shortages
Impacts of the Care for Teachers program on teachers’ social and emotional competence and classroom interactions.
Parental involvement on student academic achievement
Teacher Wellbeing in Neoliberal Contexts
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
The Hidden Costs of Teacher Turnover
Special Education Teacher Attrition and Retention
Dimensions of Family and Professional Partnerships
The Prosocial Classroom
Seeding Resilience-Building CROPs
Applying a band-aid or building a bridge
Retaining Mexican American Special Education Teachers in Texas
A mixed-methods approach to understanding early childhood special educators’ well-being
Quantifying teacher resilience
Teacher well-being
Building resilience in teacher education
A Meta-Analysis of Special Education Teachers' Burnout
The Mental Health Continuum
The Constant Comparative Method of Qualitative Analysis
| Highly cited | No |
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