PSYCHOLOG

Y FOR
PRACTICE
SESSION 12
 ROLE AND EXPECTATION OF THE
PRACTIONER

• The effective teacher

• Teacher wellbeing and its contributions to students and community
• What is needed for teacher wellbeing
• Factors affecting teacher wellbeing
• Teacher schema, knowledge, beliefs and practices - inclusion
 EFFECTIVE TEACHERS

“The type of classroom environment that a teacher creates and encourages can either
increase or decrease a student's ability to learn and feel comfortable as a member of
the class. The classroom environment should do as much to foster cooperation and
acceptance as the teaching methods that the teacher uses.”
(Sheffler, 2009)
 EFFECTIVE TEACHERS

“Teachers are now more likely to be in direct contact with children with mental
health problems than primary health care, mental health services and social services
combined.” (Ford, 2014)
 EFFECTIVE TEACHERS
“… for teaching and learning to be at its most effective, teachers should have high
levels of well-being, self-efficacy, and confidence.” (Schleicher, 2018, p.89)

“If we want our school staff to do what’s asked of them in relation to the children’s
mental health, then we first need to make sure that their mental health and wellbeing
is effectively supported.” (Fonagy, 2018)
 UNDERSTANDING TEACHER
WELLBEING
• Teacher wellbeing is crucial for the holistic development of students and the
overall health of the educational ecosystem.
 THE IMPORTANCE OF TEACHER
WELLBEING
• For children and young people to thrive, their teachers must also be well
(McCallum and Price, 2010 and 2016).
• Well teachers enhance the social, emotional, cognitive, spiritual and physical
wellbeing of students (Darling-Hammond, 2012; Hattie, 2009 and 2015).
 CONTRIBUTIONS TO STUDENT
DEVELOPMENT

• Academic Success: Teacher wellbeing is linked to better student academic

outcomes (Caprara et al., 2006; PricewaterhouseCoopers, 2007).
• Statistical Insight: 8% of the variation in UK Standard Assessment Test scores is
accounted for by teacher wellbeing (Briner and Dewberry, 2007).
 TEACHER WELLBEING AND SCHOOL
COMMUNITY

• Organisational Benefits: High teacher wellbeing correlates with greater

productivity and commitment (Kern et al., 2014).
• Community Impact: Schools are communities of both students and adults, and
promoting staff morale can enhance student wellbeing (Coleman, 2009).
 WELLBEING STRATEGIES AND
SUPPORT

• Teachers need wellbeing strategies to be effective (McCallum and Price, 2010).

• Support from principals, professional learning, and colleagues is crucial
(Aelterman et al., 2007).
 CHALLENGES TO TEACHER
WELLBEING
• Teachers face unique pressures such as legislative requirements and frequent
reforms
• Teachers often report lower wellbeing compared to other professions
(Grenville-Cleave and Boniwell, 2012)
 KEY FACTORS INFLUENCING
WELLBEING

• Support Systems: Importance of a supportive school culture and professional

learning communities (Acton and Glasgow, 2015).
• Wellbeing States: Manifested malaise, defensive or in-retreat, and generative
situations impact teacher wellbeing (Gozzoli et al., 2015).
 DEFINING WELLBEING IN
EDUCATION

• Complexity: Defining wellbeing is complex with subjective and objective

dimensions (Forgeard et al., 2011).
• Subjective Wellbeing: Generally considered from the subjective perspective,
encompassing happiness, engagement, and life satisfaction.
 THE DYNAMIC NATURE OF
WELLBEING

• Fluid Concept: Wellbeing is dynamic, influenced by relationships, productivity,

and life experiences (McCallum and Price, 2010).
• Cultural Variations: Different cultures have varying views on wellbeing (Uchida et
al., 2015).
 IMPACT OF PROFESSIONAL
FACTORS

• Career Stages and Specializations: Different stages of teaching careers and subject
specializations impact wellbeing (Carter, 2016; De Pablos-Pons et al., 2013).
• Gendered Experiences: Gender plays a role in how teachers experience wellbeing
(Salimirad and Srimathi, 2016).
 HOLISTIC APPROACHES TO
WELLBEING

• Holistic Responsibility: Wellbeing is a collective responsibility involving

individuals, schools, and communities (McCallum and Price, 2016).
• Policy Implications: Systemic changes are needed alongside individual efforts to
improve teacher wellbeing (Berryhill et al., 2009).
 THE TEACHER:
REFLECTION POINTS
• What influence does the teacher have on learning?
• How could teachers increase their influence on learning through approaches
considered in the module so far?
A SYSTEMIC INTERACTIONIST
APPROACH: THE BIOPSYCHOSOCIAL
PERSPECTIVE
THE BIOPSYCHOSOCIAL PERSPECTIVE

“The more we understand about the nature of the child’s difficulties the better placed we
are to provide effective support”
“We must find ways of incorporating biological insights with social and environmental
understandings of SEBD”
(Cooper, 2005, p.105)
UNDERSTANDING SEMHD: A
SYSTEMIC INTERACTIONIST PERSPECTIVE

Child
Culture Peers

Community SEMHD School Staff

Family School
 TEACHER PERSPECTIVE

“Developing a teacher’s knowledge of ‘implicit theories’ and altering their schema

may be a key way of impacting on achievement.” (Seaton, 2018)
 TEACHER VALUES AND PRACTICES

“It is clear that beliefs and practices are linked, and emphasis in teacher professional
development on either one without considering the other is likely to fail.” (Stipek et
al., 2001, p.225)
 TEACHER PERCEPTIONS
“Research into teacher perceptions of inclusion has found that teachers’ views impact
on how inclusionary practices are implemented.” (Anglim, Prendeville and Kinsella,
2018, p.73)

“Teachers who looked at disability as within the learner had a lower self-efficacy for
teaching pupils with SEN. They are more likely to us a transmission style of
teaching, less collaborative work and more out of class interventions.” (Jordan,
Schwartz and McGhie-Richmond, 2009)
 TEACHER EFFICACY FOR INCLUSIVE
PRACTICES (TEIP)
Efficacy to:
• Use inclusive instruction
• In collaboration
• In managing behaviour
(Park et al., 2016)
TEACHER EFFICACY FOR INCLUSIVE
PRACTICES (TEIP)

(Park et al., 2016)

 A SKILLED WORKFORCE AND
EXCELLENT LEADERSHIP
Further Reading:
Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP)
Improvement Plan – Right Support, Right Place, Right Time (March 2023)
See Chapter 4
https://assets.publishing.service.gov.uk/media/63ff39d28fa8f527fb67cb06/SEND_an
d_alternative_provision_improvement_plan.pdf
 REFERENCES
Acton, R. and Glasgow, P. (2015) ‘Teacher wellbeing in neoliberal contexts: A review of the literature’, Australian Journal of Teacher Education, 40(8), p. 6.
Aelterman, A., Engels, N., Van Petegem, K. and Verhaeghe, J. P. (2007) ‘The wellbeing of teachers in Flanders: The importance of a supportive school culture’,
Educational Studies, 33(3), pp. 285-297.
Anglim, J., Prendeville, P. and Kinsella, W. (2018) ‘The self –efficacy of primary teachers in supporting the inclusion of children with autistic spectrum disorder ’,
Educational Psychology in Practice, 34(1), pp. 73-88.
Berryhill, J., Linney, J. A. and Fromewick, J. (2009) ‘The effects of educational accountability on teachers: Are policies too stress provoking for their own good?’,
International Journal of Education Policy and Leadership, 4(5), pp. 1-14.
Briner, R. and Dewberry, C. (2007) Staff wellbeing is key to school success: A research study into the links between staff wellbeing and school performance. London:
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Caprara, G. V., Barbaranelli, C., Steca, P. and Malone, P. S. (2006) ‘Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic
achievement: A study at the school level’, Journal of School Psychology, 44(6), pp. 473-490.
Carter, S. (2016) Holding it together: An explanatory framework for maintaining subjective wellbeing (SWB) in principals. University of Southern Queensland.
Coleman, J. (2009) ‘Wellbeing in schools: Empirical measure, or politician’s dream’, Oxford Review of Education, 35(3), pp. 281-292.
Cooper, P. (2005) ‘Biology and behaviour: the educational relevance of a biopsychosocial perspective’, in Clough, P., Garner, P., Pardeck, J. and Yeun, F. (eds.)
Handbook of Emotional and Behavioural Difficulties. London: Continuum.
Darling-Hammond, L. (2012) Teacher education around the world: Changing policies and practices. Oxon, UK: Routledge.
De Pablos-Pons, J., Colás-Bravo, P., González-Ramírez, T. and Camacho Martínez-Vara del Rey, C. (2013) ‘Teacher wellbeing and innovation with information
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Fonagy, P. (2018) Talking Teacher Wellbeing. Available at: https://www.annafreud.org/insights/blogs/2018/05/talking-teacher-wellbeing/ (Accessed: 26 July 2018).
Ford, T. (2014) Schools: a public health frontier or the Wild West. University of Exeter. The Behavioural and Brain Sciences Unit, London. 26 June 2014. Lecture.
Forgeard, M. J., Jayawickreme, E., Kern, M. L. and Seligman, M. E. (2011) ‘Doing the right thing: Measuring wellbeing for public policy’, International Journal
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Procedia - Social and Behavioral Sciences, 191, pp. 2241-2245.
 REFERENCES
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Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses to achievement. London: Routledge.
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