Primary school teachers’ experiences of well-being. How can well-being be supported by schools and educational psychologists?
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Abstract
With the additional responsibilities that come from the new SEND Code of practice and government focus on supporting the mental health of children, the well-being of teachers was deemed a relevant and useful focus of research.
This study aimed to elicit teachers’ experiences of well-being and the factors that support well-being, considering the role of the school and the Educational Psychologist.
Data was collected from five Key Stage Two teachers in the same local authority using semi- structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers and Larkin, 2009).
The concept of well-being, professional identity, interpersonal relationships and interpersonal approaches, managing the demands of the role and personal resources were developed as superordinate themes. Conclusions and suggestions have been provided for schools and Educational Psychologists to discuss, which focus on a whole support approach to supporting well-being.
