Teacher welfare

Teacher Ashley Emmerton and Associate Professor John Malouff share details of an international project aimed at providing teachers with strategies for coping with stress, and tips for one strategy – seeking social support.

The latest OECD Teaching and Learning International Survey (TALIS 2018) asked principals about safety at their school, including incidents of bullying and cyberbullying, intimidation or verbal abuse of teachers and staff, and violence among students. Today’s infographic compares results from Australia to six other countries and global averages.

The results of a Victorian pilot suggest helping teachers to find meaning in their work and take part in meaningful work practices could improve their wellbeing. Now researchers are scaling up their study.

New research from La Trobe University sheds light on teacher perspectives of being bullied and harassed by students and parents at schools in Australia. We take a look at the impact this is having on the wellbeing of educators across the country.

How satisfied are Australian Maths and Science teachers with their jobs? Is the level of job satisfaction different for teachers in primary and secondary settings? And, what contributes to teacher job satisfaction?

Today’s article focuses on one technique for improving teacher wellbeing – practicing mindfulness. We speak to mindfulness expert, Dr Craig Hassed, who says teachers who are mindful tend to be more organised, more attentive to their students and better communicators.

Associate Professor Philip Riley discusses the latest results from the Principal Health and Wellbeing Survey, and the impact that long work hours are having on principals’ wellbeing, their family life and their ability to maintain a healthy lifestyle.

‘The reality is, teaching can be really tough, and teachers, more concerned with the health and wellbeing of their students, can often put their own wellbeing last,’ Julia Gillard writes in her latest Teacher column.

In today’s reader submission, Dr Kevin F. McGrath and Dr Penny Van Bergen discuss their new research which seeks to better understand how teachers build close relationships with disruptive students.

Western Sydney University researcher Dr Jacqueline Ullman discusses her study of teachers and school leadership staff who self-identify as lesbian, gay, bisexual, transgender, intersex, queer, asexual, or other diverse sexuality and gender identities, and their experiences of homophobic and transphobic discrimination in their schools.