What is wellbeing?
Wellbeing is a broadly used term that is surrounded by an abundance of growing research, definitions and models. Wellbeing can be defined as the balance point between an individual’s resource pool and the challenges faced (Dodge, Daly, Huyton and Sanders, 2012). Generally, wellbeing can be defined from two diverse perspectives; clinical and psychological. According to the National Wellness Institute of Australia (2011), from a clinical perspective wellbeing is the absence of negative conditions whilst a psychological perspective defines wellbeing as the prevalence of positive attributes, relationships as well as social and emotional behaviour, life satisfaction and good health. To achieve optimal wellbeing it is necessary to have a healthy balance between these five elements; physical, emotional, mental, social and spiritual. It is evident when someone devotes themselves to one element of their lives other elements decline and a substantial imbalance is seen.
Why is teacher wellbeing important?
McCallum and Price (2010) state that "well teachers promote well students." This statement makes us question if a teacher cannot take responsibility for their own wellbeing, how are they meant to suitably promote a positive sense of wellbeing for the students in their care? The negative effects of stress on teachers are easily recognised by all. Negative wellbeing not only declines teachers tolerance, judgement and mood but leaves teachers feeling fatigued and run down. These signs have a significant impact on students who can be at the receiving end of teachers negative wellbeing. Effectively, the classroom climate declines along with productivity. Teachers need to be able to rise to any challenge they face throughout the day. This is why teachers need to be open minded, well rested, compassionate towards learning and thinking clearly; skills that can not be achieved if their wellbeing is not in check.
Wellbeing is a broadly used term that is surrounded by an abundance of growing research, definitions and models. Wellbeing can be defined as the balance point between an individual’s resource pool and the challenges faced (Dodge, Daly, Huyton and Sanders, 2012). Generally, wellbeing can be defined from two diverse perspectives; clinical and psychological. According to the National Wellness Institute of Australia (2011), from a clinical perspective wellbeing is the absence of negative conditions whilst a psychological perspective defines wellbeing as the prevalence of positive attributes, relationships as well as social and emotional behaviour, life satisfaction and good health. To achieve optimal wellbeing it is necessary to have a healthy balance between these five elements; physical, emotional, mental, social and spiritual. It is evident when someone devotes themselves to one element of their lives other elements decline and a substantial imbalance is seen.
Why is teacher wellbeing important?
McCallum and Price (2010) state that "well teachers promote well students." This statement makes us question if a teacher cannot take responsibility for their own wellbeing, how are they meant to suitably promote a positive sense of wellbeing for the students in their care? The negative effects of stress on teachers are easily recognised by all. Negative wellbeing not only declines teachers tolerance, judgement and mood but leaves teachers feeling fatigued and run down. These signs have a significant impact on students who can be at the receiving end of teachers negative wellbeing. Effectively, the classroom climate declines along with productivity. Teachers need to be able to rise to any challenge they face throughout the day. This is why teachers need to be open minded, well rested, compassionate towards learning and thinking clearly; skills that can not be achieved if their wellbeing is not in check.