Abstract:
Teachers are often seen as the primary factor influencing student progress within schools, with their wellbeing closely tied to the quality of their work. Thus, emphasising teacher wellbeing is advantageous for all members of school communities. Existing research primarily concentrates on the stress and burnout experienced by teachers, neglecting the multifaceted nature of teacher wellbeing. Notably, current studies tend to view teacher wellbeing as a positive condition distinct from stress and burnout. However, there is a scarcity of research that incorporates teachers' real-life experiences to shape research methodologies and outcomes.
This presentation examines the findings of a research project investigating whether a difference exists between the subjective wellbeing of mainstream teachers and their SE teacher colleagues. In line with modern paradigmatic techniques to investigating a multidimensional variable like teacher wellbeing, an explanatory mixed-methods approach was used. Phase 1 consisted of a subjective wellbeing survey with extended response questions completed by 195 mainstream and 92 special education teachers currently working in NSW Government secondary schools. Informed by this analysis, phase 2 consisted of semi-structured interviews with 6 survey participants and collected lived-experience narratives through semi-structured interviews. Initial analysis reveals a more nuanced understanding of how increasing administration tasks not seen to be directly related to classroom teaching are impacting teachers’ sense of wellbeing. More positively, findings also show that school connectedness is underpinned by relationships with colleagues and leadership, which offers opportunity to support staff at all levels.
This presentation examines the findings of a research project investigating whether a difference exists between the subjective wellbeing of mainstream teachers and their SE teacher colleagues. In line with modern paradigmatic techniques to investigating a multidimensional variable like teacher wellbeing, an explanatory mixed-methods approach was used. Phase 1 consisted of a subjective wellbeing survey with extended response questions completed by 195 mainstream and 92 special education teachers currently working in NSW Government secondary schools. Informed by this analysis, phase 2 consisted of semi-structured interviews with 6 survey participants and collected lived-experience narratives through semi-structured interviews. Initial analysis reveals a more nuanced understanding of how increasing administration tasks not seen to be directly related to classroom teaching are impacting teachers’ sense of wellbeing. More positively, findings also show that school connectedness is underpinned by relationships with colleagues and leadership, which offers opportunity to support staff at all levels.