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Being a teacher is like the changing weather: Elementary teachers' perspectives on well-being

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  1. Tez No: 403417
  2. Yazar: NAİME ELCAN
  3. Danışmanlar: Dr. TERRENCE C. MASON
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: Indıana Unıversıty
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

Özet

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Özet (Çeviri)

There is a line of research providing evidence that recent reforms to improve the quality of education have brought fundamental changes to teachers' lives. Teaching responsibilities have increased and workloads have intensified in response to state and local policy demands. Teachers are expected to align their instruction with education standards, and follow the mandated curriculum, and spend more time to increase their students' test scores. It is argued that recent educational mandates along with the inherent demands of teaching continue to increase teacher stress, demoralization, and burnout and erode teachers' well-being. Due to these increasing pressures on teachers and the deterioration of their professional standing, there is increasing need to direct attention to teacher well-being. The purpose of this case study is to shed light on elementary teachers' perspectives on their sense of well-being with emphasis on contextual factors that promote or block their sense of well-being. The sample includes nine teachers, two males and seven females, from different grade levels and areas, which offers a variety of teaching experiences. Data were collected through observations, questionnaire, fieldnotes, teachers' journal writings, and interviews with teachers and the principal. Findings reveal teachers' sense of well-being was fostered mainly by student growth and supportive colleagues. The primary motivation for participant teachers was to shape children's lives and see personal growth in children. A cooperative school atmosphere was also frequently mentioned as an effective setting for professional growth and as one rewarding aspect of teaching. On the other hand, participant teachers considered student misbehavior, testing, and lack of autonomy and freedom in their working context as obstacles to their well-being. This study indicates a need for researchers to consider the depth and complexity of teachers' lives, including the rewards and challenges of teaching and how they affect teacher well-being. For a broader sense of teachers' well-being, research might be expanded to various school settings including public and private middle and high schools.

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