Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687638
Title: An investigation into a group of inner and outer London secondary teachers' perceptions of their own wellbeing at work
Author: Ekwulugo, Vivienne
ISNI:       0000 0004 5914 7090
Awarding Body: Brunel University London
Current Institution: Brunel University
Date of Award: 2015
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Abstract:
Wellbeing is increasingly emerging within discussions of teacher effectiveness. Teacher quality and health has an impact on pupil learning. In an increasingly varied secondary teaching landscape where academies and free schools outnumber ‘state’ schools and where market forces and policy reform have created a new and dynamic working experience; there are benefits and opportunities, but also occupational risks to wellbeing. This study fills a research gap by engaging in a focussed analysis of secondary school teachers’ wellbeing. It offers theoretical contributions and practical recommendations relating to wellbeing and its management in emerging secondary school settings. It informs leadership and management practice towards managing wellbeing proactively through environment, community and personal / transcendental experiences. The research suggests that wellbeing as a performance management criterion and a key measure for school self-improvement could support best practice in innovative and infinite ways. A 61 item Likert questionnaire and 6 semi-structured interviews were conducted to explore 66 secondary teachers’ perceptions of their wellbeing. The data delivered illuminating testimony on the secondary teachers’ work lives and wellbeing. The results uncovered that environmental conditions (such as working with young people, the ability to take lunch breaks and access to resources) and communal conditions (such as the ability to work as a team, to be consulted, to collaborate, be supported and feel trusted) at work impacted teachers’ overall personal wellbeing. Personal wellbeing (overall wellbeing) represented how far teachers were able to develop personally and professionally, how far they experienced agency, control, fulfilment commitment and motivation. What was revealing was the emergence of transcendental wellbeing which arose as a component of personal wellbeing. Transcendental wellbeing represented the unique, personal framework that individuals ascribe to what they do. It encompassed the purpose, meaning and drive that enabled secondary teachers to work through daily events and challenges with resilience.
Supervisor: Ellis, V. ; Green, A. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.687638  DOI: Not available
Keywords: Teacher's work lives ; Work place stress ; Transcendential wellbeing ; Communal wellbeing ; Environmental wellbeing
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