Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108986
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Type: Journal article
Title: Ecological influences on teachers’ well-being and “fitness”
Author: Price, D.
McCallum, F.
Citation: Asia-Pacific Journal of Teacher Education, 2015; 43(3):195-209
Publisher: Taylor & Francis
Issue Date: 2015
ISSN: 1359-866X
1469-2945
Statement of
Responsibility: 
Deborah Price and Faye McCallum
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
Rights: © 2014 Australian Teacher Education Association
RMID: 0030066363
DOI: 10.1080/1359866X.2014.932329
Appears in Collections:Education publications

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