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Australian studies link teacher well-being to student outcomes
By Rebecca Collie
Categories: International perspectives, Research, Social & emotional learningJune 2024
Many countries around the world are facing issues related to low levels of teacher well-being. In Australia, for example, there is a severe teacher shortage, resulting in many understaffed schools. Although this shortage is due to a confluence of factors, part of the cause stems from the fact that the support provided to teachers in recent years has not kept pace with the increasing professional demands. Reduced support and increased demands have led to higher stress, lower well-being, and greater attrition in the workforce (New South Wales Department of Education, 2023). Supporting teacher well-being is a worthy and critical aim in itself, but it also has a larger benefit because teacher well-being has ramifications for instruction and student well-being. Teacher and student functioning are inherently
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References
Allen, K. & Kern, P. (2018). School vision and mission statements should not be dismissed as empty words. The Conversation, 14.
Arens, A.K. & Morin, A.J. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800.
Collie, R.J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open.
Collie, R.J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712-726.
Collie, R.J. & Carroll, A. (2023). Autonomy-pressure profiles among teachers: Changes over a school term, leadership predictors, and workplace outcomes. Teaching and Teacher Education, 124, 103998.
Granziera, H., Martin, A.J., & Collie, R.J. (2023). Teacher well-being and student achievement: A multilevel analysis. Social Psychology of Education, 26(2), 279-291.
New South Wales Department of Education. (2023). NSW government response to parliamentary inquiry into teacher shortages. Author.
Rebecca J. Collie (rebecca.collie@unsw.edu.au) is a Scientia associate professor of educational psychology in the School of Education at the University of New South Wales in Sydney, Australia.
Categories: International perspectives, Research, Social & emotional learning
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