Fostering teachers’ experiences of well-being: A participatory action learning and action research approach
Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2019-02-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1619/842 |
| _version_ | 1827275851609145344 |
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| author | Elsabé Wessels Lesley Wood |
| author_facet | Elsabé Wessels Lesley Wood |
| author_sort | Elsabé Wessels |
| collection | DOAJ |
| description | Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this regard. The aim of this study was to work collaboratively with teachers to help them find ways to improve their experiences of well-being. Following a participatory action learning and action research (PALAR) design, 6 teachers in a rural primary school met as an action learning set over a period of 6 weeks to reflect on their learning about how to improve their experiences of well-being. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers’ experiences of well-being. The PALAR design afforded the structure for this to happen. This study offers insight into how a collaborative action learning process could help to enhance teachers’ ability to improve and sustain their experiences of well-being. |
| first_indexed | 2024-04-24T05:50:57Z |
| format | Article |
| id | doaj.art-31afb8f6f87144a8892bcb2e4c489e92 |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-04-24T05:50:57Z |
| publishDate | 2019-02-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-31afb8f6f87144a8892bcb2e4c489e922024-04-23T11:12:09ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332019-02-0139111010.15700/saje.v39n1a1619Fostering teachers’ experiences of well-being: A participatory action learning and action research approachElsabé Wessels0https://orcid.org/0000-0001-9314-7076Lesley Wood1https://orcid.org/0000-0002-9139-1507COMBER, Faculty of Education, North-West University, Mafikeng, South AfricaCOMBER, Faculty of Education, North-West University, Potchefstroom, South AfricaTeachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this regard. The aim of this study was to work collaboratively with teachers to help them find ways to improve their experiences of well-being. Following a participatory action learning and action research (PALAR) design, 6 teachers in a rural primary school met as an action learning set over a period of 6 weeks to reflect on their learning about how to improve their experiences of well-being. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers’ experiences of well-being. The PALAR design afforded the structure for this to happen. This study offers insight into how a collaborative action learning process could help to enhance teachers’ ability to improve and sustain their experiences of well-being.http://www.sajournalofeducation.co.za/index.php/saje/article/view/1619/842action learningflourishingpositive psychologyteacher well-beingwellness |
| spellingShingle | Elsabé Wessels Lesley Wood Fostering teachers’ experiences of well-being: A participatory action learning and action research approach South African Journal of Education action learning flourishing positive psychology teacher well-being wellness |
| title | Fostering teachers’ experiences of well-being: A participatory action learning and action research approach |
| title_full | Fostering teachers’ experiences of well-being: A participatory action learning and action research approach |
| title_fullStr | Fostering teachers’ experiences of well-being: A participatory action learning and action research approach |
| title_full_unstemmed | Fostering teachers’ experiences of well-being: A participatory action learning and action research approach |
| title_short | Fostering teachers’ experiences of well-being: A participatory action learning and action research approach |
| title_sort | fostering teachers experiences of well being a participatory action learning and action research approach |
| topic | action learning flourishing positive psychology teacher well-being wellness |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1619/842 |
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