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Leonor Marin & Susanna Gutierrez: Developing an Effective Teachers Wellbeing Programme

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Developing an effective Teachers’ Wellbeing Programme

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Leonor Marin & Susanna Gutierrez: Developing an Effective Teachers Wellbeing Programme

  1. 1. Developing an effective Teachers´ Wellbeing Programme Susana Gutierrez-Universidad Del Santa Leonor Marín – Iatefl-Perú ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid
  2. 2. ©Eaquals #eaquals19madrid
  3. 3. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 3
  4. 4. Questions • Do you feel valued , cared for at work ? • • • Are you feeling overwhelmed at work ? • • • Do you find job stimulation and enjoyment at work ? When ? How? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 4
  5. 5. How did your friend react ? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.o rg 5
  6. 6. A very tactful Director? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 6
  7. 7. Not to that extent…. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 7
  8. 8. Why? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 8
  9. 9. Education in Peru ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 9
  10. 10. Education in Peru ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 10
  11. 11. Findings from the questionnaires • 68% of respondents report low well-being at work • 55% of all respondents have been absent from work due to health problems caused or made worse by work, excluding accidents. • ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 11
  12. 12. Findings from the questionnaires • 76% of teachers report that their job impacts negatively on their mental health • 60% report that it impacts negatively on their physical health. • 82% of all respondents believe that teaching is not valued by peruvian society. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 12
  13. 13. Eaquals International Conference, Riga, 27 – 29 April 2017 ©Eaquals www.eaq uals.org 13
  14. 14. • The top three factors that affect respondents’ well-being positively at work are children/pupils, colleagues and the support they receive from them. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 14
  15. 15. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 15
  16. 16. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.o rg 16
  17. 17. • In contrast, the most frequently mentioned factors that negatively influence occupational well-being are behaviour (both pupils’ challenging behaviour and inconsistent behaviour management by colleagues), workload and marking ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 17
  18. 18. Lack of …. • support to manage behaviour • lack of time • lack of money/budget/funding • lack of resources • lack of communication • lack of a work/life balance. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 18
  19. 19. How? • “Teaching is one of the most stressful occupations in the country, but introducing organizational and individual interventions can help minimize the negative effects of teacher stress.”
  20. 20. • “Teaching is one of the most stressful occupations in the country, but introducing organizational and individual interventions can help minimize the negative effects of teacher stress.”*
  21. 21. Wheel of Wellbeing • What are the six aspects shown in different colours? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 21
  22. 22. Wheel of Well- being ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaqu als.org 22
  23. 23. The Wheel of Wellbeing • Includes six aspects of wellbeing which are represented with different colours and icons:
  24. 24. Aspects of Wellbeing • B…… Be active ! • M…… Keep learning! • S……. Give! • P……. Connect! • P……. Take notice! • P….... Care!
  25. 25. Source • The Wheel of Wellbeing was initially developed by the Mental Health Promotion Team at South London and Maudsley NHS Foundation Trust (SLaM), who have used it in a range of contexts.
  26. 26. • Be active Eaquals International Conference, Riga, 27 – 29 April 2017 ©Eaquals www.e aquals. org 26
  27. 27. Be active! • Go for a walk or run. • Step outside • Cycle • Play a game. • Garden • Dance • Exercising
  28. 28. And now……….. • https://www.youtube.com/watch? v=F2zTd_YwTvo ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 28
  29. 29. Keep Learning Try something new. Sign up for that course Fix a bike Learn to play an instrument Learn how to cook your favourite food Learn a new language Set a challenge you will enjoy achieving. Learning new things will make you more confident, as well as being fun to do.
  30. 30. Learning a new language • https://www.youtube.com/watch? v=gW2d5DKOXWw ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 30
  31. 31. Give ….. • Smile • Volunteer your time • Join a community group • Time to family, friends ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 31
  32. 32. So let’s do something different! ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 32
  33. 33. Connect • With the people around you. • With family Friends • colleagues • Neighbours • Old friends
  34. 34. Take Notice ©Eaquals www.eaqua ls.org 34 Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons . Savour the moment, whether you are on a train, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Eaquals International Conference, Riga, 27 – 29 April 2017
  35. 35. Care for the planet • look after your community • recycle more, • leave the car at home, • use low energy light bulbs, • small steps to a greener life can make a difference •
  36. 36. Most common wheel of wellbeing applied in different scenarios ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.o rg 36
  37. 37. The wheel of wellbeing for Peru ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 37
  38. 38. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 38
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  40. 40. Conclusion • The education sector are currently facing a recruitment and retention crisis. Many teachers feel overworked, under-appreciated and stressed. Many teachers’ work-life balance is non-existent, their relationships outside of work are suffering, and their passion for the profession is waning. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 40
  41. 41. Conclusion • It’s therefore never been more important to focus on and ensure the wellbeing of teaching staff. As well as greater staff retention levels, less sick leave, and lower supply teacher costs, research has shown that a teacher’s happiness levels has a knock on effect for students. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 41
  42. 42. References Aelterman A, Engels N, Petegem KV, Verhaeghe JP (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educ. Stud. 33(3):285-297. Akin U, Kocak R (2007 [The relationship between teachers’ classroom management skills and their job satisfaction]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration : Theory Practice. 13(51):353-370. Bricheno P, Brown S, Lubansky R (2009). Teacher wellbeing: a review of evidence. Teacher Support Network p.55.Briones E, Tabernerro C, Arenas A (2010). Job satisfaction of secondary school teachers: effect of demographic and psycho-social factors . Revista de psicologia del trabajo y de las organizaciones. 26(2):115-122. Butt R, Retallick J (2002). Professional well being and learning: A study of administrator–teacher workplace relationships. J. Edu. Enq. (3):17-34. Byrman A, Duncan C (2005). [Examining the teacher candidates’ attitudes and beliefs on professional competency toward teaching profession based on their gender, department and faculty]. Inonu Universitesi Egitim Fakultesi Dergisi (15):33-53. Chong WH, Klassen MR, Huan SV, Wong I, Kates DA (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: perspective from Peruvian educational context MINEDU Ministry of Education ©Eaquals www.eaquals.org 42
  43. 43. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 43
  44. 44. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 44
  45. 45. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 45
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  48. 48. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 48
  49. 49. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 49
  50. 50. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 50

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