The impact of teacher well-being and mental health on pupil progress in primary schools
The impact of teacher well-being and mental health on pupil progress in primary schools
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DOI：
10.1108/jpmh-02-2019-0023
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发表时间：
2020-12-10
影响因子：
1.4
通讯作者：
Rose, Anthea
中科院分区：
文献类型：
--
作者：
Glazzard, Jonathan;Rose, Anthea
目的本研究围绕以下三个研究问题：什么因素影响教师幸福感和心理健康？教师幸福感和心理健康如何影响学生的进步？心理健康状况不佳的高效教师会使用哪些恢复策略来确保他们的学生茁壮成长？本文旨在对这一问题进行探讨。这项研究本质上是定性的，涉及英国的十所小学。教师和校长接受了采访。每次学校访问还包括与三年级学生的学生讨论小组。研究小组总共采访了35名教育专业人士和64名学生。教师们报告了一些与工作相关的压力触发因素，包括一年中的繁忙时期，如评估期、课外活动的压力、意想不到的事情、跟上变化的步伐以及学校领导层的变化。孩子们对老师的情绪很敏感，当他们感到压力时，即使老师试图隐藏它，他们通常也会振作起来。有研究利用学生的声音来探讨学生对教师心理健康对其学习和进步的影响。这是同类研究中的第一次。
PurposeThe study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue.Design/methodology/approachThe research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils.FindingsTeachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher's mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it.Originality/valueNo studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind.