Fostering teachers' experiences of well-being : a participatory action learning and action research approach
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Teachers face many challenges with regard to their well-being. A growing body of research indicates that if teacher well-being could improve, a more enabling climate for teaching and learning would be created. The aim of this study was to work collaboratively with teachers to help them find ways to improve their well-being. Following a PALAR design, the nine participating Foundation Phase teachers, met as an action learning set over a period of six weeks to reflect on their learning about how to improve their well-being. The findings indicated that frequent, informal social contact with colleagues, coupled with positive psychology activities, could improve teachers’ well-being. This study will contribute to theory about the improvement of teachers’ well-being and the ways participatory research could help to enhance their ability to sustain such learning, despite working in difficult circumstances. This dissertation is presented in three sections. The first section reflects the first phase, the literature study and ethical application. The second section contains the main research report in article format and the third section covers the concluding thoughts and reflections on the research process.
- ETD@PUK