Teachers’ Priorities for Change in Australian Schools to Support Staff Well-Being

Adam Garrick, Anita S. Mak, Stuart Cathcart, Peter C. Winwood, Arnold B. Bakker, Kurt Lushington

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study explored Australian school teachers’ priorities for change within schools in order to support staff psychological well-being. We began by holding a focus group and, in corroborating with the existing literature on stressors reported by school teachers, identified seven key areas for change in schools that teachers thought would most support their well-being at work. An online survey was then conducted with teachers from across Australia (N = 960), who ranked each of these suggestions in order of importance. Results found that the most important needs for change according to teachers were smaller class sizes and improved measures for student behaviour management. These results offer insight into areas for organisational change that teachers think are most important for their own well-being. We discuss the findings in relation to psychological research as well as current issues within the Australian education sector.

Original languageEnglish
Pages (from-to)117-126
Number of pages10
JournalAsia-Pacific Education Researcher
Volume26
Issue number3-4
DOIs
Publication statusPublished - 1 Aug 2017

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Garrick, Adam ; Mak, Anita S. ; Cathcart, Stuart ; Winwood, Peter C. ; Bakker, Arnold B. ; Lushington, Kurt. / Teachers’ Priorities for Change in Australian Schools to Support Staff Well-Being. In: Asia-Pacific Education Researcher. 2017 ; Vol. 26, No. 3-4. pp. 117-126.
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Teachers’ Priorities for Change in Australian Schools to Support Staff Well-Being. / Garrick, Adam; Mak, Anita S.; Cathcart, Stuart; Winwood, Peter C.; Bakker, Arnold B.; Lushington, Kurt.

In: Asia-Pacific Education Researcher, Vol. 26, No. 3-4, 01.08.2017, p. 117-126.

Research output: Contribution to journalArticle

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