Ecological influences on teachers’ well-being and “fitness”

Abstract

The complex and ever-changing nature of teachers’ work challenges their well-being. Teacher well-being and “fitness” includes versatility, mental strength, and commitment to promote effective teaching and learning. In framing this notion, we seek to understand the ecological influences impacting on teacher well-being and “fitness” in the twenty-first century. Drawing on the ecological theory of Bronfenbrenner, this interpretive qualitative study explored the perceptions of pre-service teachers in relation to their teacher well-being and “fitness.” Data were collected from a teacher well-being survey completed by 120 final-year undergraduate pre-service teachers. The survey shed light on themes at four levels: the microsystem (individual and collective capacities); mesosystem (interrelationships between contexts); exosystem (organisational); and macrosystem (societal and legislative influences), compounded by the influence of time at the chronosystem level. These ecological influences were perceived to impact on teacher well-being and ability to be “fit” for sustained performance.

Keywords:

• Bronfenbrenner’s ecological theory
• initial teacher education
• teacher fitness
• teacher well-being

Additional information

Notes on contributors

Deborah Price

Dr Deborah Price is Lecturer in Inclusive Education and Wellbeing for the School of Education, University of South Australia, focusing her initial teacher education and research portfolios on specialisation areas including educational psychology, inclusive and special education, disability, social justice, cyberbullying, and learner and educator well-being. She is Deputy Director of the University of South Australia, Centre for Research in Education (CREd) Wellbeing Research Group, member of the CREd Pedagogies for Justice Research group, and executive member of the Australian Curriculum Studies Association.

Faye McCallum

Associate Professor Faye McCallum is Associate Head (Academic) responsible for teaching and learning and all academic programmes in the School of Education at the University of South Australia. She has extensive experience in the accreditation of initial teacher education programmes in Australia. Current research interests include: social justice and equity; children’s well-being; teacher well-being; technology enhanced learning in higher education; community partnerships; and the attraction, retention, and sustainability of teachers to rural communities.