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Presentation Type
Presentation
Location
ONLINE
Start Date
11-10-2023 12:30 PM
Description
Supporting and promoting Educator wellbeing is particularly important within the Australian rural and remote school context due to multiple challenges and potential stressors faced by Educators, such as professional and personal isolation, culture shock, and exposure to vicarious trauma. These challenges and stressors can compromise the wellbeing and mental health of Educators, which over time can lead to burnout and attrition and impact teaching quality, Educator-student relationships, as well as student learning and wellbeing.
A phenomenological methodological framework was used to understand Educators experiences as well as school psychologists’ perspectives of how to support and promote the wellbeing of Educators from the Kimberley region, in the north of Western Australia. Focus groups and semi structured interviews with Educators from five schools and school psychologists throughout the Kimberley region focused on the individual, group and whole of school setting factors which impact Kimberley Educator wellbeing. A First Nations cultural advisory group guided the direction of the study to promote cultural responsiveness as a proportion of Kimberley Educators are of First Nations background.
Data was analysed using Interpretative Phenomenological Analysis, highlighting a range of factors influencing Kimberley Educator wellbeing, including: cultural components of wellbeing; Educator emotional intelligence; and consideration of a mutli tiered continuum of support to promote Kimberley Educator wellbeing. Barriers to Educator wellbeing specific to the rural and remote school context were also explored. The findings from the Kimberley Educator Wellbeing project outline a practical framework, including a continuum of supports to prevent harm and promote thriving for Kimberley Educators.
Recommended Citation
Kent, Liz, "'Supporting and promoting Kimberley educator wellbeing.'" (2023). Talking Heads Seminar Series. 12.
https://researchonline.nd.edu.au/nulungu_talkingheads/2023/schedule/12
'Supporting and promoting Kimberley educator wellbeing.'
ONLINE
Supporting and promoting Educator wellbeing is particularly important within the Australian rural and remote school context due to multiple challenges and potential stressors faced by Educators, such as professional and personal isolation, culture shock, and exposure to vicarious trauma. These challenges and stressors can compromise the wellbeing and mental health of Educators, which over time can lead to burnout and attrition and impact teaching quality, Educator-student relationships, as well as student learning and wellbeing.
A phenomenological methodological framework was used to understand Educators experiences as well as school psychologists’ perspectives of how to support and promote the wellbeing of Educators from the Kimberley region, in the north of Western Australia. Focus groups and semi structured interviews with Educators from five schools and school psychologists throughout the Kimberley region focused on the individual, group and whole of school setting factors which impact Kimberley Educator wellbeing. A First Nations cultural advisory group guided the direction of the study to promote cultural responsiveness as a proportion of Kimberley Educators are of First Nations background.
Data was analysed using Interpretative Phenomenological Analysis, highlighting a range of factors influencing Kimberley Educator wellbeing, including: cultural components of wellbeing; Educator emotional intelligence; and consideration of a mutli tiered continuum of support to promote Kimberley Educator wellbeing. Barriers to Educator wellbeing specific to the rural and remote school context were also explored. The findings from the Kimberley Educator Wellbeing project outline a practical framework, including a continuum of supports to prevent harm and promote thriving for Kimberley Educators.
