Promoting Positive Wellbeing of Teachers in The School Climate

Abstract

Teachers usually feel unprepared for the behaviours students bring to the school, which affect their wellbeing and teaching management. This promotes ways for the staff of the school and the policymakers to solve challenges to the teaching and learning process. Investigating ways to promote teachers’ positive wellbeing in the school climate is the aim of the present research. Using survey methodology, the participants were teachers, school managers, and educational policymakers. Educational policymakers include the Minister of National Education, the Undersecretary of the Minister of Education, the Director of the General Secondary Education Department, and Members of the Education Union Board of Directors. Data were collected through surveys, observations, and audio recording transcripts of interviews. The identified wellbeing of teachers can be used to support teachers and students in creating a positive school climate. Findings revealed that there are several strategies that schools and policymakers can use to support teachers in promoting wellbeing and creating a positive school climate. Teachers’ wellbeing is promoted through managing behaviours and teaching. It is concluded that behaviours that promote teachers’ wellbeing are promoted through developing effective action, developing social skills, developing personal skills, and producing a safe and predictable school climate. In addition to this, teachers’ wellbeing and teaching management are promoted through effective content and context and prompting leadership skills and qualities. As a result, policymakers are strongly urged to take a holistic approach to promote positive wellbeing and create a positive school climate. Implications provide teachers with opportunities to develop themselves professionally, to encourage collaboration and support, to use positive reinforcement strategies, to establish clear expectations and rules, to foster student engagement, to involve students’ in decision-making processes, to give students a sense of ownership, and to adopt inclusive practises.