Teacher perceptions of wellbeing professional development to lead change: a case study

• In Event: Repairing the Educational Landscape: Equipping Teachers to Promote Student Well-Being for Democratic and Flourishing Societies

Abstract

Objectives: How can teacher professional development in wellbeing education remedy teachers’ capacity to foster democratic values? The aim of this paper is to critically examine how teacher professional development (PD) can prepare educators to foster student wellbeing, thereby contributing to the renewal of democratic society. Teachers are among the first to respond to perceived student wellbeing issues. However, recent research concerning the efficacy of teacher professional development has questioned how well-equipped future teachers are to contribute to student mental health and wellbeing. This paper aims to identify and discuss best practices in PD for teachers to promote student and teacher wellbeing within the classroom to support flourishing. It critically examines the degree to which teachers foster human flourishing (or wellbeing) as a part of democracy’s renewal. The study investigates how teachers perceive the value of PD in wellbeing education research and how these perceptions influence the integration of wellbeing strategies into daily classroom practice.

Theoretical Framework: The study conceptualises wellbeing using Bronfenbrenner’s ecological systems theory and a multidimensional model of mental health, where wellbeing is understood as a continuum and more than the absence of illness and includes strengths-based and culturally responsive perspectives.

Methods: A mixed-methods approach was employed, utilising quantitative and qualitative data collection. The quantitative data was collected through a Qualtrics survey administered to 290 employees from an independent school in Queensland with a focus on wellbeing. The qualitative data was gathered through open-ended questions within the survey. Quantitative data was analysed through descriptive statistics, while qualitative data was analysed using Braun and Clarke’s reflexive thematic analysis (Braun & Clarke, 2006).

Data Sources: The data sources included a survey on teacher wellbeing and perceptions of school-based wellbeing practices completed by 123 volunteer participants from the case study school.

Results: Preliminary findings suggest that while most teachers participated in wellbeing PD, some faced challenges integrating these strategies into their daily routines. This underscores a significant gap between the perceived value of PD and its practical application in the classroom, emphasising the urgent need for effective solutions.

Scholarly Significance: This research contributes to the ongoing exploration of translating wellbeing research into actionable strategies for teachers. By understanding the disconnect between PD and classroom practice, the study informs the development of more effective PD programs that equip teachers with practical tools to support student wellbeing, particularly for those from diverse backgrounds. The paper’s scholarly significance lies in its potential to significantly improve learning outcomes through enhanced teacher capacity to address student wellbeing needs, offering a hopeful outlook for the future.

Author

• Tom Porta, University of Adelaide