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Wyświetlanie 1-2 z 2
Tytuł:
Language Teacher Wellbeing in the Workplace
Autorzy:
Babic, Sonja
Mercer, Sarah
Mairitsch, Astrid
Gruber, Johanna
Hempkin, Kirsten
Powiązania:
https://bibliotekanauki.pl/articles/2053528.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language teacher wellbeing
workplace
positive organisational scholarship
job satisfaction
Opis:
Teachers who experience high wellbeing in their workplace teach more effectively, have better relationships with learners, and high attainment among their learners (Mason, 2017). To understand what contributes to language teacher wellbeing, we examined the three pillars of positive psychology (Seligman, 2011) and drew in particular on work in Positive Organizational Scholarship (Cameron & Spreitzer, 2012) to explore institutional and personal factors which teachers perceived as influential for their wellbeing. The paper reports on insights from 15 language teachers in 13 different countries. This sampling technique ensured a diverse set of perspectives on this topic. Data were gathered through in-depth, semi-structured interviews which were analyzed using Thematic Analysis (Braun & Clarke, 2006). The analysis revealed five main themes the teachers perceived as relevant for their wellbeing including workplace culture, social relationships, sense of meaning and purpose, language teacher status, and physical wellbeing. The findings highlight that wellbeing is not just a personal and subjective phenomenon, but it is also collectively and socially determined. The study concludes with a reflection on implications for practice, policy makers, and school leaders as well as a consideration of issues of individuality to address in future research. 
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 11-34
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing
Autorzy:
Mairitsch, Astrid
Babic, Sonja
Mercer, Sarah
Sulis, Giulia
Shin, Sun
Powiązania:
https://bibliotekanauki.pl/articles/22446704.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
compassion
self-compassion
language teacher wellbeing
education
COVID-19 pandemic crisis
Opis:
Research on compassion has received increasing attention over the past decades (Seppälä et al., 2017). However, empirical studies focusing on the role of compassion for teachers still remain sparse to date. This paper reports on a study designed to investigate the wellbeing of 21 language teachers across the globe during the first wave of the COVID-19 pandemic crisis. In particular, the study sought out to examine the ways in which compassion and self-compassion contributed to the wellbeing of language teachers during this time. Data were generated through in-depth, semi-structured individual online interviews and were analyzed from a Grounded Theory perspective (Charmaz, 2006). Findings revealed that acts of compassion in the workplace and in the private lives of the teachers played a crucial role in shaping our participants’ wellbeing during this time of crisis. Furthermore, self-compassion emerged as an important factor influencing the wellbeing of teachers during the pandemic crisis. Indeed, compassion and self-compassion served as core elements in their teaching and appeared to affect their relationships with their students, colleagues, and headteachers. In the absence of compassion, the stressful and challenging situation they were already experiencing was exacerbated. These findings imply the potential benefits of compassion and self-compassion training for teachers, administrators, and policymakers to support and promote wellbeing in the educational workplace.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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