Constructing a Supportive Environment for Student Learning and Teacher Development

Abstract

This chapter provides the conclusion to the book. It presents the key concepts and investigation results explored in Chaps. 2– 6, followed by the key recommendations, a statement of the contribution of the book and future research directions and limitation. The chapter begins with a discussion of the philosophical beliefs encountered in the classical literature, acknowledging social support as a positive virtue that can help one enjoy a well-lived life. It further discusses the decline of social network systems, and the social values that continue to undermine the healthy development of youngsters in our twenty-first century, knowledge-based society. The rising trend of poor mental health worldwide is outlined, which supplies the background to suggest a renewed interest of social support in education. A synthesised report of the key content of the book is presented. It begins with the description of various social support assumptions and their functions, and the research issues related to social support. It further describes teachers’ social support and other social support resources in the classroom as reviewed in the book. Based on the review of social support across the fields of health psychology and education, a meta-theory is derived suggesting that social bonds, relationships and a supportive environment are crucial factors to support learning in schools. The results of studies on expert teachers’ social support behaviour are reported. Social support is realised as an important and crucial trait that enhances teacher’s teaching expertise, and the triad of teaching expertise is recommended as a potential topic for further investigation regarding teaching expertise. The results of studies of social support givers in the role of teacher are discussed. It suggests that social support giving is positively associated with teachers’ self-efficacy, and that teachers’ self-efficacy can drive their career advancement and overcome the pressure teachers may experience in teaching. The results suggest that ‘love for students’ is a trait of good teachers, and social support as the behaviour driven by the love for students helps teachers develop teaching expertise, and also leads to teachers’ better career development. Recommendations derived from the book are then discussed. They suggest the core values for establishing a supportive social environment to support student learning, and proposes directions for teacher training and professional development, and ways to enhance teacher-efficacy in the organisational context. On the basis of its content, this chapter discusses the contributions the book makes to the academic community, makes suggestions for further investigation and discusses the book’s limitations.