ERIC Number: EJ1443444
Record Type: Journal
Publication Date: 2024-Nov
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0311-6999
EISSN: EISSN-2210-5328
Available Date: N/A
Unravelling the Wellbeing Needs of Australian Teachers: A Qualitative Inquiry
Australian Educational Researcher, v51 n5 p2161-2181 2024
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.
Descriptors: Foreign Countries, Well Being, Teacher Attitudes, COVID-19, Pandemics, Instructional Leadership, Faculty Development, Faculty Workload, Family Work Relationship, Interpersonal Relationship, Stress Variables, Psychological Patterns, Achievement, Preservice Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A