Pupil wellbeing – Teacher wellbeing: Two sides of the same coin?
By S. Roffey. Educational & Child Psychology, 2012
311 citations recorded by the source corpus.
There is now a strong body of evidence (e.g. Hattie, 2009; Roorda et al., 2011) that confirms the value of positive teacher-student relationships for learning and behaviour. The quality of relationships in a school, however, also impacts on teacher wellbeing and their ability to cope well with the many and varied stresses that are the hallmarks of the profession. Teacher attrition is a major concern in the Western world – how teachers feel makes a difference to their ability to respond effectively to the challenges they face.This article explores issues of social capital within the learning environment and how this impacts on all stakeholders within an ecological framework. It examines how teacher resilience might be enhanced by specific actions that promote positive feelings of belonging, respect, value, and trust. The article examines international research on these issues, including a specific qualitative study in six schools in Australia. Findings are confirmed and illustrated by an online survey on student wellbeing.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/732ffc918b6fcf4290d52539fd393913e404964e
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Citations in the corpus
- Teacher wellbeing: a review of the literature (2017, background): “Similarly, a number of other studies conclude that the preconditions for teachers to improve the mental health of their students will be achieved by providing them with a good school environment, valuing the subjective psychological wellbeing of the teachers, and providing adequate training to fulfi”
- Ecological influences on teachers’ well-being and “fitness” (2015, background): “Roffey (2012) advocates for proactive rather than reactive welfare approaches solely focused on individual concerns.”
- Improving student wellbeing: having a say at school (2016, background): “…the rich evidence from smaller scale promising practice initiatives (e.g., Holdsworth & Blanchard, 2006; Munns, Woodward, & Kolletti, 2006; Roffey, 2012; Rowe & Stewart, 2010), and CONTACT Anne P. Graham anne.graham@scu.edu.au © 2015 Informa UK Limited, trading as Taylor & Francis…”
- Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers (2019, background): “Roffey (2012) argued that focusing on teacher wellbeing also promotes student well-being and performance.”
- Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts (2016, background): “As previously indicated, Roffey (2012) also emphasises the student wellbeing and teacher wellbeing interconnections, prosocial values and positive student–teacher relationships.”
- A comprehensive view of trust in education: Conclusions from a systematic literature review (2020, background): “Trust between teachers and students generally tends to promote well-being (Roffey, 2012).”