While COVID-19 is grinding much of society to a halt, schooling has entered uncharted territory. During this time, it is important that teachers look after themselves. Our latest reader submission shares several evidence-backed strategies that can help support teachers’ wellbeing.
When students feel a lack of autonomy, competence and belonging, this is known as psychological need frustration. In today’s article, Rebecca Collie, Helena Granziera and Andrew Martin share findings from their research into the role this frustration plays in students’ school engagement.
Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.
Analyses of Australian survey data from more than 500 primary and secondary teachers suggests there are five distinct teacher motivational profiles. In today’s article, researchers Dr Rebecca Collie and Professor Andrew Martin discuss their findings and the implications for workplace wellbeing.
Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.
How much does student motivation and engagement change over the course of a day, a week, and a month at school? How much does motivation and engagement vary from student to student?