Wellbeing in International Schools: Teachers' Perceptions

Autor/inn/en	Wigford, Angie; Higgins, Andrea
Titel	Wellbeing in International Schools: Teachers' Perceptions
Quelle	In: Educational & Child Psychology, 36 (2019) 4, S.46-64 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Well Being; International Schools; Teacher Aides; Teacher Attitudes; Cultural Pluralism; Multilingualism; Faculty Mobility; Adjustment (to Environment); Faculty Workload; Educational Psychology; Psychologists; Leadership; Teacher Collaboration; Peer Relationship; Work Environment; Professional Autonomy + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; International school; Internationale Schule; Handreichung; Lehrerhilfe; Lehrerverhalten; Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Führung; Führungsposition; Lehrerkooperation; Peer-Beziehungen; Arbeitsmilieu; Berufsfreiheit
Abstract	Aim(s): This study explored the perceptions of wellbeing of teachers and teaching assistants who work within the international school sector. Method: A mixed methods approach provided quantitative and qualitative data. An online questionnaire was completed by 1065 staff in international schools from 72 countries worldwide. Data was summarised to provide an overview of the important wellbeing factors for participants. From this, a semi-structured interview was devised and conducted with 18 people, then analysed using thematic analysis to extract major themes. Findings: International schools provide a unique perspective on wellbeing, possibly due to the multicultural, multilingual staff and student body as well as the relatively high frequency of transition between schools. The importance of appreciation, relationships and belonging were highlighted. When sufficiently robust, these are effective in balancing out the impact of negative factors such as weak leadership, workloads and lack of resources. Limitations: This study was broad; the initial focus was on wellbeing generally not belongingness. Future studies could deepen our understanding of belongingness in terms of what it is perceived as, how it develops and the benefits. The student voice was not represented. The sample was opportunist and voluntary. Conclusions: Collaborative and respectful relationships, the appreciation of colleagues and leaders and strong feelings of belongingness were central to positive wellbeing. This could have implications for those who work within schools in all sectors. Educational psychologists are well placed to support leadership teams to implement strategies that enhance the development of relationships and belongingness in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01