Teacher wellbeing : Its effects on teaching practice and student learning

In recent years, while there has been a considerable amount of research examining teacher wellbeing, the focus has largely been on negative states, such as burnout and stress. There are also only a limited number of studies examining the effect of positive teacher wellbeing on teaching practices and...

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Podrobná bibliografia
Vydané v:	Issues in educational research Ročník 29; číslo 3; s. 938 - 960
Hlavní autori:	Turner, Kristina, Theilking, Monica
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Perth Western Australian Institute for Educational Research Inc 01.01.2019
Predmet:	Educational Practices Elementary School Students Elementary School Teachers Foreign Countries Learning Phenomenology Positive Attitudes Positive psychology Primary secondary education Professional development Psychology Resistance (Psychology) Teacher improvement Teacher Student Relationship Teacher welfare Teachers Teaching Teaching Experience Teaching Methods Teaching practice Well Being Australia
ISSN:	1837-6290, 0313-7155, 1837-6290
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Popis
Shrnutí:	In recent years, while there has been a considerable amount of research examining teacher wellbeing, the focus has largely been on negative states, such as burnout and stress. There are also only a limited number of studies examining the effect of positive teacher wellbeing on teaching practices and student learning. At the same time, there has been a considerable rise in the application of positive psychology strategies in professional contexts to improve wellbeing. One such strategy is the promotion of the PERMA framework, which was designed to provide a framework for human flourishing and wellbeing. The effect on teaching practice and student learning when teachers consciously use PERMA positive psychology strategies has not been examined. This research took a qualitative phenomenological approach to address a gap in current literature by exploring teachers' perspectives on the effect of consciously using positive psychology strategies on their teaching practice and student learning. Findings revealed impacts in both areas, providing support for more research into the relationship between teachers' use of positive psychology principles, teacher wellbeing, teaching practice and student learning. These findings may have applicability in other similar contexts, both nationally and internationally. [Author abstract]
Bibliografia:	Refereed article. Includes bibliographical references. Issues in Educational Research; v.29 n.3 p.938-960; 2019 IER2.jpg ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1837-6290 0313-7155 1837-6290