A study conducted by UNSW emphasizes the crucial role of supporting teacher well-being at the beginning of the term to mitigate high burnout and attrition rates. Scientia Associate Professor Rebecca Collie from UNSW’s School of Education underscores the significance of understanding and enhancing teacher well-being for sustained healthy functioning at work and optimal student academic development. The research, led by Professor Collie and Scientia Professor Andrew Martin, explores how teacher well-being evolves over a school term and the impact of teacher-student relationships on this evolution.
The study, involving 401 primary and secondary schoolteachers from across Australia, found that teachers experienced declines in well-being over the term. Notably, those with more positive teacher-student relationships at the term’s onset exhibited higher well-being at its conclusion. The interconnectedness of teacher well-being and teacher-student relationships highlights the need for comprehensive efforts to bolster both aspects.
Using the Tripartite Occupational Well-being Scale, the research identified three key well-being components: vitality, engagement, and professional growth. All three aspects declined over the term, emphasizing the ongoing need for supporting teacher well-being. Although the study revealed minor variations among teachers based on gender and experience, it emphasized the necessity of tailored responses to improve teacher well-being.
Teachers consistently report high levels of psychological stress, with unmanageable workloads affecting 70% of surveyed teachers. This stress, coupled with the challenges of the COVID pandemic, contributes to unprecedented teacher shortages and retention issues in Australian schools. Recognizing teacher well-being as critical, the research urges ongoing efforts to support teachers, particularly at the start of each term, and emphasizes its importance for fostering successful schools and positive long-term student outcomes.
