The Ultimate Guide to Teacher Well-Being.

Format:

Book

Author/Creator:

Dreer-Göthe, Benjamin.

Language:

English

Subjects (All):

Teacher-student relationships.

Educational leadership.

Physical Description:

1 online resource (201 pages)

Edition:

1st ed.

Place of Publication:

Leeds : Emerald Publishing Limited, 2026.

Summary:

The ebook edition of this title is Open Access and freely available to read online. Have you ever wanted to prioritize teacher well-being in your district, school, or own professional life, but weren't sure where to begin? Dreer-Göthe provides a roadmap grounded in solid research, enriched with real-world examples.

Contents:

Intro

Half Title Page

Full Title Page

Copyright Page

Dedication

Contents

Foreword by John Hattie

Preface

Acknowledgements

Chapter 1: Introduction

1.1. The Turn Towards Teacher Well-Being

1.2. The Ripple Effect of Teacher Well-Being

Chapter 2: Teacher Well-Being: A Collective Responsibility

2.1. The Myth of Martyr

2.2. The Peace of Mind Myth

2.3. The Self-Care Myth

2.4. Consequences for This Book

Chapter 3: Shaping Policy to Support Teacher Well-Being

3.1. Reduce Hindering Demands

3.1.1. Class Size

3.1.1.1. Measure

3.1.1.1.1. 3 Key Components

3.1.1.2. Good-Practice Examples1

3.1.1.2.1. Japan: Primary School Class Size Limited to 35 Students

3.1.1.2.2. Estonia: City Enacts Class Size Limit of 24 Students

3.1.2. Workload and Time Pressure

3.1.2.1. Measure

3.1.2.1.1. 3 Key Components

3.1.2.2. Good-Practice Examples

3.1.2.2.1. Philippines: National Policy on Teacher Workload Allocation

3.1.2.2.2. United States: 4-Day Teacher Week to Improve Workload ­Balance

3.2. Increase Resources

3.2.1. Quality Teacher Education

3.2.1.1. Measure

3.2.1.1.1. 3 Key Components

3.2.1.2. Good-Practice Examples

3.2.1.2.1. England: National Framework Embedding Well-Being in Teacher Training

3.2.1.2.2. Scotland: Nationwide Resilience and Well-Being Programme in Teacher Development

3.2.2. Pay

3.2.2.1. Measure

3.2.2.1.1. 3 Key Components

3.2.2.2. Good-Practice Examples

3.2.2.2.1. Afghanistan: Introduction of Mobile Salary Payments

3.2.2.2.2. Hungary: National Teacher Pay Increase and Performance-Based Raises

3.2.3. School Autonomy

3.2.3.1. Measure

3.2.3.1.1. 3 Key Components

3.2.3.2. Good-Practice Examples

3.2.3.2.1. England: National Extension of Flexible Working Ambassadors Programme

3.2.3.2.2. Wales: National Curriculum Update.

3.2.3.2.3. Portugal: Autonomy and Curricular Flexibility Project

3.2.4. Systemic Appreciation

3.2.4.1. Measure

3.2.4.1.1. 3 Key Components

3.2.4.2. Good-Practice Examples

3.2.4.2.1. Australia: Be That Teacher National Status-Raising Campaign

3.2.4.2.2. Bangladesh: National Teacher Celebration and Welfare Trust Programme

3.2.4.2.3. Indonesia: Government-Supported Teacher Housing Scheme

3.2.5. Supportive Leadership

3.2.5.1. Measure

3.2.5.1.1. 3 Key Components

3.2.5.2. Good-Practice Example

3.2.5.2.1. Australia and Aotearoa New Zealand: National Leadership Standards and Well-Being Focus

3.2.6. Well-Being Programmes

3.2.6.1. Measure

3.2.6.1.1. 3 Key Components

3.2.6.2. Good-Practice Example

3.2.6.2.1. Singapore: Comprehensive Leadership Support and Well-Being ­Programmes

3.2.7. Teaching Materials and Infrastructure

3.2.7.1. Measure

3.2.7.1.1. 3 Key Components

3.2.7.2. Good-Practice Examples

3.2.7.2.1. Uruguay: Plan CEIBAL (One Laptop Per Child)

3.2.7.2.2. Chile: Educarchile portal

3.2.8. Teacher Voice in Policymaking

3.2.8.1. Measure

3.2.8.1.1. 3 Key Components

3.2.8.2. Good-Practice Examples

3.2.8.2.1. Ghana: Consultative Teacher Policy Reform

3.2.8.2.2. Morocco: Collective Bargaining for Teacher Conditions

3.2.8.2.3. Scotland: Co-constructing Curriculum and Policy

Chapter 4: Designing School Environments for Teacher Well-Being

4.1. Foster Positive Emotions at School

4.1.1. Psychological Safety

4.1.1.1. Measure

4.1.1.1.1. 3 Key Components

4.1.1.2. Good-Practice Example

4.1.1.2.1. United States: Anonymous Staff Climate Survey for Assessing Psychological Safety In the United States, school leaders can foster trust and psychological safety by implementing structured, anonymous staff climate surveys designed to surface hone.

4.1.2. Positive Work Experiences

4.1.2.1. Measure

4.1.2.1.1. 3 Key Components

4.1.2.2. Good-Practice Examples

4.1.2.2.1. England: A Systemic Approach to Staff Well-Being At Selly Park Girls' School in Birmingham, the commitment to teacher well-being is not an occasional initiative but a carefully embedded part of the school's organizational culture (Times Educati

4.1.2.2.2. India: Teacher Well-Being Through Structured Collaboration Iqbalia International School was recognized by Adhvaith Foundation in 2017 for its teacher-centred culture. Every Saturday, teachers gather in a 'circle time' session where each person

4.1.3. Culture of Appreciation

4.1.3.1. Measure

4.1.3.1.1. 3 Key Components

4.1.3.2. Good-Practice Example

4.1.3.2.1. United States: Building School Culture with Gratitude Through GiveThx Leadership in Public Schools in Oakland, California, implemented a research-informed, inclusive approach to embed gratitude into everyday school life by combining a curriculu

4.2. Promote Teacher Engagement

4.2.1. Teaching Autonomy

4.2.1.1. Measure

4.2.1.1.1. 3 Key Components

4.2.1.2. Good-Practice Example

4.2.1.2.1. United States: Empowering Teachers Through Autonomy The A.D. Henderson School in Boca Raton, Florida, is consistently ranked among the state's top-performing public schools and has been highlighted in recent reports for its distinctive commitme

4.2.2. Harmonious Passion

4.2.2.1. Measure

4.2.2.1.1. 3 Key Components

4.2.2.2. Good-Practice Examples

4.2.2.2.1. Canada: Building Teacher Leadership Through Passion Projects At Milton District High School in Ontario, Canada, school leadership launched a teacher-driven passion projects initiative as part of a broader effort to shift school culture and lead.

4.2.2.2.2. England: Teacher-Led Spotlights Week Empowering Staff and Elevating Voice In Essex, England, a network of primary and secondary schools implemented Spotlights Week, a school-led initiative in which teachers design and lead professional develop

4.2.3. Flow

4.2.3.1. Measure

4.2.3.1.1. 3 Key Components

4.2.3.2. Good-Practice Example

4.2.3.2.1. Portugal: Co-designed Classrooms Foster Flow-Friendly Teaching Environments The TEL@FTELab (Technology Enhanced Learning @ Future Teacher Education Lab) project (Pedro et al., 2017), led by the University of Lisbon, offers a concrete example of

4.2.4. Professional Development

4.2.4.1. Measure

4.2.4.1.1. 3 Key Components

4.2.4.2. Good-Practice Example

4.2.4.2.1. Aotearoa New Zealand: MARKERS Well-being Program for Educators The MARKERS Wellbeing Program for Educators (Cann et al., 2024) stands out as a good-practice example of professional development that meaningfully enhances teacher well-being throu

4.3. Build Supportive Professional Relationships

4.3.1. Trust

4.3.1.1. Measure

4.3.1.1.1. 3 Key Components

4.3.1.2. Good-Practice Example

4.3.1.2.1. South Korea: Building Trust Through Shared Leadership In several South Korean high schools, principals have been rethinking leadership to build trust and collaboration with their staff. Instead of making decisions behind closed doors, these lea

4.3.2. Social Support

4.3.2.1. Measure

4.3.2.1.1. 3 Key Components

4.3.2.2. Good-Practice Example

4.3.2.2.1. United States: 'tap-in/tap-out' System as a Model for Workplace Social Support Fall-Hamilton Elementary in Nashville, Tennessee, has implemented a 'tap-in/tap-out' system that provides a structured yet flexible way for teachers to access immed

4.3.3. Student-Teacher Relationships

4.3.3.1. Measure

4.3.3.1.1. 3 Key Components.

4.3.3.2. Good-Practice Example

4.3.3.2.1. Nepal: Building Positive Relationships Through Relational Teaching in Rural Schools In the remote mountain communities of Nepal, the Himalayan Trust (REED Nepal) has transformed the emotional climate of classrooms through a teacher training pro

4.3.4. Playfulness

4.3.4.1. Measure

4.3.4.1.1. 3 Key Components

4.3.4.2. Good-Practice Example

4.3.4.2.1. Denmark: Playful Participatory Research Transforms Teacher Learning At the International School of Billund in Denmark, a powerful example of teacher-led professional development emerged through playful participatory research, a collaboration w

4.4. Create a Shared Sense of Meaning

4.4.1. Shared Values and Goals

4.4.1.1. Measure

4.4.1.1.1. 3 Key Components

4.4.1.2. Good-Practice Example

4.4.1.2.1. England: Strengthening Behaviour and Well-Being Through Shared School Culture St. John's C. of E. Primary School in Bradford offers a strong example of how creating a consistent, values-led school culture can improve student behaviour and well-

4.4.2. Collective Job Crafting

4.4.2.1. Measure

4.4.2.1.1. 3 Key Components

4.4.2.2. Good-Practice Example

4.4.2.2.1. England: Teachers Recraft Workload Collectively At Prince Henry's Grammar School in Otley, teachers and leaders came together for a whole-school 'workload review' built around a simple but powerful question: 'Do I really need to do this?' (C. S

4.5. Nurture and Celebrate Teacher and School Achievements

4.5.1. Collective Efficacy

4.5.1.1. Measure

4.5.1.1.1. 3 Key Components

4.5.1.2. Good-Practice Example.

4.5.1.2.1. Hawaii: Impact Teams for Improving Learning in Three Core Subjects The Sanford B. Dole Middle School located in Honolulu intentionally built teacher collaboration teams (referred to as 'impact teams') to co-plan instruction and monitor student.

Notes:

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Other Format:

Print version: Dreer-Göthe, Benjamin The Ultimate Guide to Teacher Well-Being

ISBN:

9781837420575

OCLC:

1590081203