A Phenomenological Analysis of Teacher Educational Well-being: Constructive and Reducing Role of Social Factors
Subject Areas : Education
1 - Department of management, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran
Keywords: educational well-being, teachers, social relationship, school atmosphere,
Abstract :
The well-being of teachers is a novel issue in teacher education. The current study is a phenomenological research to examine and reflect on teachers' views and opinions about educational well-being. Through snowball sampling, nine working teachers in different levels of education in the schools of Chalous participated in the study. A semi-structured interview was used to collect the qualitative data. The data were analyzed through thematic content analysis by using coding. Finally, the obtained findings yielded three general themes (constructive role of educational well-being, important elements of educational well-being, and barriers to educational well-being). The results showed that according to teachers, educational well-being is an important and effective phenomenon. In addition, according to them, the cooperation of students, along with the support of principals and colleagues, are the most important factors involved in the educational well-being of teachers. Also, stress in the work environment and an unhealthy competitive atmosphere were deemed as the most important obstacles to its realization. The findings show that teachers’ understanding of educational well-being is intertwined with social, communicative and cultural factors. Therefore, the attention of policymakers and principals to this issue is essential and necessary.
References
Acton, R., & Glasgow, P. (2015). Teacher well-being in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. https://doi.org/10.14221/ajte. 2015v40n8.6
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout.
Educational Research Review, 12, 30-44. https://doi.org/10.1016/j.edurev.2014.05.003
Bakhtiari, E., Sabahi, P., Karami, A., & Saffarinia, M. (2021). The Effect of perceived organizational justice and organizational norms on teacher’s psychological well-being. Journal of School Psychology, 9(4), 2-19. https://doi.org/10.32598/JSPI.9.4.1
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
https://doi.org/10.1016/j.edurev.2011.09.001
Bricheno, P., Brown, S., & Lubansky, R. (2009). Teacher wellbeing: A review of the evidence. Teacher Support Network Research Services.
Cameron, M., & Lovett, S. (2015). Sustaining the commitment and realising the potential of highly promising teachers. Teachers and Teaching, 21(2), 150-163. https://doi.org/10.1080/13540602.2014.928132
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744-756. https://doi.org/10.1177/0734282915587990
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D.-W., Oishi, S., et al. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547. https://doi.org/10.1080/17439760903157232
Fernandes, L., Peixoto, F., Gouveia, M. J., Silva, J. C., & Wosnitza, M. (2019). Fostering teachers’ resilience and well-being through professional learning: Effects from a training programme. Australian Educational Researcher, 46, 681-698. https://doi.org/10.1007/s13384-019-00344-0
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Heyder, A. (2019). Teachers’ beliefs about the determinants of student achievement predict job satisfaction and stress. Teaching and Teacher Education, 86, 102926.
https://doi.org/10.1016/j.tate.2019.102926
Holloway, J., & Brass, J. (2018). Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), 361-382. https://doi.org/10.1080/02680939. 2017.1372636
Hung, C.-H., Lin, C.-W., & Yu, M.-N. (2016). Reduction of the depression caused by work stress for teachers: Subjective well-being as a mediator. International Journal
of Research Studies in Psychology, 3, 25-35. https://doi.org/10.5861/ijrsp.2016.1461
Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., & Gunnell, D. (2016). Teachers’ wellbeing and depressive symptoms, and associated risk
factors: A large cross-sectional study in English secondary schools. Journal of Affective Disorders, 192, 76-82. https://doi.org/10.1016/j.jad.2015.11.054
Kuh, L. P. (2016). Teachers talking about teaching and school: Collaboration and reflective practice via critical friends groups. Teachers and Teaching, 22(3), 293-314. https://doi.org/10.1080/ 13540602.2015.1058589
McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
McCallum, F., & Price, D. (2016). Nurturing wellbeing development in education. Routledge
Murphy, T. R. N., Masterson, M., Mannix-McNamara, P., Tally, P., & McLaughlin, E. (2021). The being of a teacher: teacher pedagogical well-being and teacher self-care. Teachers and Teaching, 26(7-8), 588-601. https://doi.org/10.1080/13540602.2021.1913403
Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54(2), 54-77.
Owen, S. (2016). Professional learning communities: Building skills, reinvigorating the passion, and nurturing teacher well-being and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403-419. https://doi.org/10.1080/00131911.2015.1119101
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. https://doi.org/10.1016/j.tate.2012.01.001
Paterson, A., & Grantham, R. (2016). How to make teachers happy: An exploration of teacher wellbeing in the primary school context. Educational and Child
Psychology, 33(2), 90-104. https://doi.org/10.53841/bpsecp.2016.33.2.90
Roffey, S. (2012). Pupil wellbeing-teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8-17.
Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well- being in teachers’ work. Teachers and Teaching: Theory and Practice, 16(6), 735-751. https:// doi.org/10.1080/13540602.2010.517690
Soykan, A., Gardner, D., & Edwards, T. (2019). Subjective wellbeing in New Zealand teachers: An examination of the role of psychological capital. Journal of
Psychologists and Counsellors in Schools, 29(2), 130-138. https://doi.org/10.1017/jgc.2019.14
Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher– student relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/ s10648-011-9170
Tanhaye Reshvanloo F., Soleimanian, A. A, & Torkamani, M. (2019). The role of personal and occupational factors in Social welfare in teachers on the brink of retirement. Rooyesh, 8(9) 31-40.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.
org/10.3102/0034654313483907
Veronese, G., Pepe, A., Dagdukee, J., & Yaghi, S. (2018). Social capital, affect balance and personal well-being among teachers in Israel and Palestine. Teachers and
Teaching, 24(8), 951-964.
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. In OECD: Education working papers No. 213. Paris: OECD. https://doi.org/ 10.1787/c36fc9d3-en
Wagner, L., Baumann, N., & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being. Motivation and Emotion, 40(1), 69-81. https://doi.org/10.1007/s11031-015-9516-8
Yoo, J., & Carter, D. (2017). Teacher emotion and learning as praxis: Professional development that matters. Australian Journal of Teacher Education, 42(3), 38-52. https://doi.org/10.1080/ 13540602.2010.517690
