Well-Being Interventions: A Synthesised Meta-Model Framework for Early Career Teachers’ Satisfaction and Happiness

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Teacher Education: Identities, Pedagogy, Relational Consciousness, and Well-being (Table 10)

Abstract

Despite the introduction of various wellbeing frameworks across the United Arab Emirates (UAE), these are focused on students’ wellbeing.This study aims to synthesise a contextualised meta-model wellbeing framework for promoting Novice Teachers satisfaction and happiness. A Mixed Method Grounded Theory (MM-GT) design in this study aims to discover factors that impact ECTs’ wellbeing in the UAE. The study will have three phases starting with an exploratory phase, which will include a review of literature and qualitative data collection via semi-structured interviews, guided by grounded theory framework. A confirmatory phase will include a quasi-experimental and qualitative data collection via semi-structured interviews with the same participants. Lastly, a model completion phase to integrate the obtained quantitative and qualitative data into the meta-model.

Authors

• Eqlima Ali Dinar, United Arab Emirates University

• Mohamed Alhosani, UAE University