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Teachers' wellbeing and perceptions of leadership practices

Teachers' wellbeing and perceptions of leadership practices Purpose – The purpose of this paper is to compare teachers' wellbeing in different types of schools (elementary, lower secondary and unified school) and to analyze how gender, type of employment, working hours and time served as a teacher affected teachers' wellbeing and perceptions of questions concerning leadership practices and work organization in school. Design/methodology/approach – The holistic school wellbeing evaluation tool was used to study the wellbeing of 1,294 Finnish teachers. The questions covered four categories of wellbeing: school conditions, social relationships, means for self‐fulfillment and health status. Quantitative methodology was used for analysis. Findings – The general picture was that teachers' wellbeing was highest in elementary schools and lowest in lower secondary schools. The wellbeing of a male teacher, a teacher who had fixed‐term employment and a teacher who worked part‐time was higher than that of a female teacher, a permanent teacher and a full‐time teacher. Single questions concerning work organization and leadership practices followed mainly the same lines. Teachers in unified schools had the lowest ratings when questions relating to obtaining help from the principal, or the possibility of receiving further education and equal treatment were asked. Practical implications – More attention needs to be paid to permanent teachers employed over a long time with regards to enhancing their wellbeing. In the unifying process of schools, equal treatment, obtaining the principal's help for the teachers and the likelihood of updating education are especially important aspects. Originality/value – The paper presents a theory‐based evaluation of teachers' wellbeing as well as focal points for school development both from the wellbeing and administrative points of view. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Workplace Health Management Emerald Publishing

Teachers' wellbeing and perceptions of leadership practices

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References (29)

Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
1753-8351
DOI
10.1108/17538351011031939
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to compare teachers' wellbeing in different types of schools (elementary, lower secondary and unified school) and to analyze how gender, type of employment, working hours and time served as a teacher affected teachers' wellbeing and perceptions of questions concerning leadership practices and work organization in school. Design/methodology/approach – The holistic school wellbeing evaluation tool was used to study the wellbeing of 1,294 Finnish teachers. The questions covered four categories of wellbeing: school conditions, social relationships, means for self‐fulfillment and health status. Quantitative methodology was used for analysis. Findings – The general picture was that teachers' wellbeing was highest in elementary schools and lowest in lower secondary schools. The wellbeing of a male teacher, a teacher who had fixed‐term employment and a teacher who worked part‐time was higher than that of a female teacher, a permanent teacher and a full‐time teacher. Single questions concerning work organization and leadership practices followed mainly the same lines. Teachers in unified schools had the lowest ratings when questions relating to obtaining help from the principal, or the possibility of receiving further education and equal treatment were asked. Practical implications – More attention needs to be paid to permanent teachers employed over a long time with regards to enhancing their wellbeing. In the unifying process of schools, equal treatment, obtaining the principal's help for the teachers and the likelihood of updating education are especially important aspects. Originality/value – The paper presents a theory‐based evaluation of teachers' wellbeing as well as focal points for school development both from the wellbeing and administrative points of view.

Journal

International Journal of Workplace Health Management – Emerald Publishing

Published: Mar 30, 2010

Keywords: Teachers; Leadership; Finland; Quality of life; Schools

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