Measure Briefing Notes – TTFM

Collaboration

How is it defined?

Collaboration refers to ‘connections between and among people and groups to share interests and concerns, and create visions for the future’ (Todaro, 2005, p. 137). Schools with high levels of teacher collaboration around curriculum and instruction positively affect student achievement (Goddard et al., 2007). A school environment that supports a high degree of collaboration can also increase teacher motivation (Kolleck, 2019), well-being, and job satisfaction (Reeves et al., 2017). A key component of collaboration that has positive implications for employees is participation in decisions that have a direct impact on their role or working environment.

The Learning Bar's Staff Survey framework is based on 13 core indicators designed to capture the key metrics of employee health and well-being. Together, these indicators support the development of a positive school climate.

Why is it important?

Collaborative leadership styles contribute to positive organisational change and improved learning outcomes for students (Harris, 2012).
Participation in school-level decision-making is a predictor of organisational commitment (Ingersoll & May, 2012).
Collaborative school environments can support improvements in student learning (Moolenaar, 2012).

How do we measure it?

The Tell Them From Me Staff Survey includes five items focused on the perceived level of collaboration between school leaders and staff. The results are reported as “the percentage of staff with a positive sense of collaboration”.

References

Harris, A. (2012). Distributed leadership: Implications for the role of the principal. Journal of Management Development, 31(1), 7-17.

Ingersoll, R. M., & May. H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464.

Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.

Kolleck, N. (2019). Motivational aspects of teacher collaboration. Frontiers in Education, 4(122).

Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7-39.

Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236.

Todaro, J. B. (2005). Community collaborations at work and in practice today: An A to Z overview. Resource Sharing & Information Networks, 18(1-2), 137-156.

Role Ambiguity

How is it defined?

Role ambiguity is defined as the degree to which employees are unclear about the expectations for their role or what is required of them (Baron, 1986; Papastylianou et al., 2009). Role conflict can occur when the individual is asked to perform two or more conflicting tasks simultaneously, or when the expectations from different groups of people (e.g., family, colleagues, friends) are not aligned (Pettinger, 1996). To improve role clarity organisations can provide clear job descriptions and expectations, offer periodic training, and give both recognition and positive feedback when expectations are met (Bauer & Simmons, 2000).

Why is it important?

Role ambiguity is associated with poor job satisfaction (Acorn, 1991) and the onset of stress (Greer & Wethered, 1984).
A lack of clarity about role expectations can negatively impact job performance (Tubre & Collins, 2000).
Role ambiguity negatively impacts organisational outcomes, including decreased productivity and employee turnover (Bauer & Simmons, 2000).

How do we measure it?

The Tell Them From Me Staff Survey includes four items focused on the clarity of expectations ascribed to respondents’ roles. The results are reported as “the percentage of staff who have clear role expectations”.

References

Acorn, S. (1991). Relationship of role conflict and role ambiguity to selected job dimensions among joint appointees. Journal of Professional Nursing, 7(4), 221-227.

Baron, R. A. (1986). Behaviour in organisations. Allyn & Bacon.

Bauer, J. C., & Simmons, P. R. (2000). Role ambiguity: A review and integration of the literature. Journal of Modern Business, 3(1), 41-47.

Greer, J. G., & Wethered, C. E. (1984). Learned helplessness: A piece of the burnout puzzle. Exceptional Children, 50, 524-530.

Papastylianou, A., Kaila, M., & Polychronopoulos, M. (2009). Teachers’ burnout, depression, role ambiguity and conflict. Social Psychology of Education, 12(3), 295-314.

Pettinger, R. (1996). Introduction to organizational behavior. Macmillan Business.

Tubre, T. C., & Collins, J. M. (2000). Jackson and Schuler (1985) revisited: A meta-analysis of the relationships between role ambiguity, role conflict, and job performance. Journal of Management, 26(1), 155-169.

Communication

How is it defined?

Communication entails the exchange of thoughts, ideas, attitudes, and emotions, and is critical to the development and maintenance of strong workplace relationships (Adu-Oppong & Agyin-Birikorang, 2014; Lunenburg, 2010). Within the school setting, a shared mission and vision is developed through effective communication between the school administration and stakeholders (Lunenburg, 2010). Effective communication in schools impacts psychological empowerment, job performance, and affective commitment (Yao et al., 2020). Educators’ gain an enhanced sense of responsibility and integration with school-level affairs when personal and professional growth are supported and clear information is provided (Somech & Ron, 2007).

Why is it important?

Successful communication between administrators, teachers, and other key stakeholders supports a thriving school organisation (Lunenburg, 2010).
Effective communication practices contribute to mutual understanding, trust, and positive interpersonal relationships (Valentine, 1981).
School leaders can use effective management communication practices to support teachers by understanding and accepting their emotions, ideas, and values regarding school-related issues (Yao et al., 2020).

How do we measure it?

The Tell Them From Me Staff Survey includes six items capturing the level and effectiveness of communications between school leaders and staff. The results are reported as “the percentage of staff who are satisfied with communication” in their school.

References

Adu-Oppong, A. A., & Agyin-Birikorang, E. (2014). Communication in the workplace: Guidelines for improving effectiveness. Global Journal of Commerce & Management Perspective, 3(5), 208-213.

Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1-10.

Somech, A., & Ron, I. (2007). Promoting organizational citizenship behavior in schools: The impact of individual and organizational characteristics. Educational Administration Quarterly, 43(1), 38-66.

Valentine, J. (1981). Effective communication: Do your teachers really understand you? Nassp Bulletin, 65(445), 34-38.

Yao, J., You, Y., & Zhu, J. (2020). Principal-teacher management communication and teachers’ job performance: The mediating role of psychological empowerment and affective commitment. Asia-Pacific Education Researcher, 29(4), 365-375.

Recognition

How is it defined?

Employee recognition is a type of feedback intended to strengthen an employee’s behaviour or highlight the accomplishment of a work-related task (Mone et al., 2011). Typically, individuals value a work environment that fosters collegiality and acknowledges their achievements (Pastore et al., 1996). Employee recognition is tied to identity formation, allowing workers to construct meaning from their work and advance personal development (Grawitch et al. 2006). However, despite the demanding nature of the teaching profession, educators often lack recognition for their accomplishments (Greenglass & Burke, 2003).

Why is it important?

Regardless of profession or status, most employees have a need for everyday recognition in the workplace (Saunderson, 2004).
A lack of perceived recognition can lead to educators feeling underappreciated, resulting in higher levels of employee turnover (Sahl, 2017).
By acknowledging effort and good work, organisations can increase employee motivation,

job performance, and well-being (Brun & Dugas, 2008).

How do we measure it?

The Tell Them From Me Staff Survey includes five items asking respondents the degree to which they feel their efforts at work are recognised by their school leaders and peers. The results are reported as “the percentage of staff who experience positive recognition”.

References

Brun, J. P., & Dugas, N. (2008). An analysis of employee recognition: Perspectives on human resources practices. The International Journal of Human Resource Management, 19(4), 716-730.

Grawitch, M. J., Gottschalk, M., & Munz, D. C. (2006). The path to a healthy workplace: A critical review linking healthy workplace practices, employee well-being, and organizational improvements. Consulting Psychology Journal: Practice and Research, 58(3), 129.

Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.), Occupational stress in the service professions (pp. 213-236). Taylor and Francis.

Mone, E. et al., (2011). Performance management at the wheel: Driving employee engagement in organizations. Journal of Business and Psychology, 26(2), 205-212.

Pastore, D. L., Inglis, S., & Danylchuk, K. E. (1996). Retention factors in coaching and athletic management: Differences by gender, position, and geographic location. Journal of Sport and Social Issues, 20(4).

Sahl, A. (2017). The importance of faculty appreciation and recognition: A case study of one institution. Humboldt Journal of Social Relations, 39, 246-259.

Saunderson, R. (2004). Survey findings of the effectiveness of employee recognition in the public sector. Public Personnel Management, 33(3), 255-275.

Workload

How is it defined?

Workload is defined as the amount of work an individual is required to complete (Jex, 1998), and includes the responsibilities educators are expected to perform both within and outside the classroom. Excessive workload occurs when an employee feels that they have too many tasks to complete at a given time (Greenglass & Burke, 2003). Research indicates that the majority of teachers report working in the evening (Butt & Lance, 2005) and that their workload has increased over the past five years (Livingstone, 2018). Teachers are continually challenged by these additional responsibilities, with negative impacts to their job satisfaction, organisational commitment, and ultimately, job performance (Johari et al., 2018). School leaders must consider workload as it is considered a significant workplace stressor associated with numerous negative outcomes, including burnout (Lee & Ashforth, 1996).

Why is it important?

Increases in teacher workload present a barrier to participation in professional development opportunities (Campbell, 2017).
Teacher workload detracts from an educator’s ability to provide meaningful feedback and sufficiently review homework assignments (Cooper et al., 2006).
Workload from administrative responsibilities can negatively impact the quality of a teachers’ instructional efforts (Kim, 2019).

How do we measure it?

The Tell Them From Me Staff Survey includes three items capturing the frequency in which staff feel they are required to work after hours to manage their workload. The results are reported as “the percentage of staff who work after hours”, “the percentage of staff who work in the evening” and “the percentage of staff who work on the weekend” to manage their workload.

References

Butt, G., & Lance, A. (2005). Secondary teacher workload and job satisfaction. Do successful strategies for change exist? Educational Management Administration & Leadership, 33(4), 401-422.

Campbell, C. (2017). Developing teachers’ professional learning: Canadian evidence and experiences in a world of educational improvement. Canadian Journal of Education, 40(2), 1-33.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62.

Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.), Occupational stress in the service professions (pp. 213-236). Taylor and Francis.

Jex, S. M. (1998). Stress and job performance: Theory, research, and implications for managerial practice. Sage.

Johari, J., Tan, F. Y., & Zulkarnain, Z. I. T. (2018). Autonomy, workload, work-life balance and job performance among teachers. International Journal of Educational Management, 32(1), 107-120.

Kim, K. N. (2019). Teachers’ administrative workload crowding out instructional activities. Asia Pacific Journal of Education, 39(1), 31-49.

Lee, R. T., & Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81(2), 123–133.

Livingstone, D. W. (2018). Tipping point for teachers? Changing working conditions and continuing learning in a ‘knowledge economy’. International Journal of Lifelong Education, 37(3), 359-371.

Work-life balance

How is it defined?

Work-life balance is the ability to balance satisfaction and good functioning at work and home while experiencing minimal role conflict (Clark, 2000). The teaching profession has become progressively more complex, with increasing demands and expectations placed on school staff (Wei et al., 2009). However, educators have difficulty achieving balance between their professional and personal lives (Punia & Kamboj, 2013). Moreover, educators are expected to accomplish more work in the same amount of time, without sufficient resources to do so (Williamson & Myhill, 2008). As a result, teachers' daily workload is not limited to the classroom, and many educators are compelled to work outside of school hours, often within the home setting. This inability to maintain work-life balance can lead to stress, strain, and psychological distress (Sana & Aslam, 2018).

Why is it important?

Work can disrupt family life and, conversely, family can disrupt work life, both of which result in negative outcomes for teachers, including physical and mental fatigue, agitation, and sleep loss (Erdamar & Demirel, 2014).
Work-life balance is associated with employee motivation, productivity, and well-being (Byrne, 2005).
Employees with work-life balance have greater organisational commitment and are less likely to leave their jobs (Jaharuddin & Zainol, 2019).

How do we measure it?

The Tell Them From Me Staff Survey includes five items assessing the degree to which respondents feel they can manage their work-life demands. The results are reported as “the percentage of staff who have positive work-life balance”.

References

Byrne, U. (2005). Work-life balance: Why are we talking about it at all. Business Information Review, 22(1), 53-59.

Clark, S. C. (2000). Work/family border theory: A new theory of work/family balance. Human Relations, 53(6), 747-770.

Erdamar, G., & Demirel, H. (2014). Investigation of work-family, family-work conflict of the teachers. Procedia-Social and Behavioral Sciences, 116, 4919-4924.

Jaharuddin, N. S., & Zainol, L. N. (2019). The impact of work-life balance on job engagement and turnover intention. The South East Asian Journal of Management, 13(1), 106-118.

Punia, V., & Kamboj, M. (2013). Quality of work-life balance among teachers in higher education institutions. Learning Community, 4(3), 197-208.

Sana, F., & Aslam, N. (2018). Effect of role ambiguity and role conflict in predicting work-family conflict among teachers. Pakistan Journal of Psychological Research, 33, 349-365.

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council.

Williamson, J., & Myhill, M. (2008). Under constant bombardment: Work intensification and the teachers’ role. In D. Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp. 25-43). Springer.

Job Control

How is it defined?

Job control is the ability to influence what happens within one’s work environment. This can include authority over decisions and skill discretion (Karasek, 1985), as well as autonomy, which allows employees to determine the order and pacing of their tasks (Johari et al., 2018). Within an educational context, autonomy can encompass participation in curriculum development, teaching and assessment, professional development, and the functioning of the school (Friedman, 1999). Teachers strongly value autonomy as a workplace condition, as it impacts their professional status and level of job satisfaction (Strong & Yoshida, 2014).

Why is it important?

Job control influences the relationship between job demands and teacher burnout (Brouwers et al., 2011).
Educators with low job control are more likely to experience high levels of anxiety and depression (Ibrahim et al., 2021).
Perceived job control is associated with higher levels of job commitment and performance, and low levels of absenteeism, and job turnover (Spector, 1986).

How do we measure it?

The Tell Them From Me Staff Survey includes four items that capture educators' sense of control over how they structure their workday. The results are reported as “the percentage of staff with a positive sense of job control”.

References

Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe's Journal of Psychology, 7(1), 17-39.

Friedman, I. A. (1999). Teacher-perceived work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58-76.

Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., Bakar, A. A., Dagang, M. M., & Ali, S. N. M. (2021). Psychosocial work environment and teachers’ psychological well-being: The moderating role of job control and social support. International Journal of Environmental Research and Public Health, 18(14), 7308.

Johari, J., Tan, F. Y., & Zulkarnain, Z. I. T. (2018). Autonomy, workload, work-life balance and job performance among teachers. International Journal of Educational Management, 32(1), 107-120.

Karasek, R. A. (1985). Job Content Questionnaire and user's guide. Lowell: University of Massachusetts Lowell, Department of Work Environment.

Spector, P. E. (1986). Perceived control by employees: A meta-analysis of studies concerning autonomy and participation at work. Human Relations. 39(11), 1005–1016.

Strong, L. E. G., & Yoshida, R. K. (2014). Teachers’ autonomy in today’s educational climate: Current perceptions from an acceptable instrument. Educational Studies: A Journal of the American Educational Studies Association, 50(2), 123-145.

Job Satisfaction

How is it defined?

Job satisfaction is “a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences” (Locke, 1976). Perceptions of job satisfaction are associated with the extent to which employees enjoy components of their job (Spector, 1997), as well as reflecting a positive reaction to the workplace (Worrell et al., 2006). In the education sector, the nature of day-to-day classroom activities, supportive colleagues, and overall school climate contribute to job satisfaction (Cockburn & Haydn, 2004). However, stress from poor working conditions, including inadequate time for planning and preparation, has a negative impact on teacher job satisfaction (Liu & Ramsey, 2008).

Why is it important?

Positive job satisfaction is linked to job performance (Judge et al., 2001), motivation (Barnabe & Burns, 1994), and commitment or intent to leave the profession (Singh & Billingsley, 1996).
Poor job satisfaction is associated with absenteeism (Hanebuth, 2008), job-related stress (Klassen & Chiu, 2010), and psychological distress (Moen et al., 2013).

Job satisfaction among educators can impact student achievement (Banerjee & Lamb, 2016).

How do we measure it?

The Tell Them From Me Staff Survey includes two items asking respondents to indicate how effective they feel at their job and their level of job satisfaction using a 0 to 10 scale. The results are reported as “the percentage of staff with job satisfaction” and “the percentage of staff that feel effective at their job”.

References

Banerjee, P. A., & Lamb, S. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1).

Barnabe, C., & Burns, M. (1994). Teachers’ job characteristics and motivation. Educational Research, 36(2), 171-185.

Cockburn, A. D., & Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. Routledge Falmer.

Hanebuth, D. (2008). Background of absenteeism. In K. Heinitz (Ed.), Psychology in organizations - issues from an applied area (pp. 115-134). Peter Lang.

Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376-407.

Klassen. R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.

Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the Teacher Follow-Up Survey in the United States for 2000-2001. Teaching and Teacher Education, 24(5), 1173-1184.

Locke, E. A. (1976) The nature and causes of job satisfaction. In M.D., Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1347). Rand McNally.

Moen, P., Kelly, E. L., & Lam, J. (2013). Healthy work revisited: Does reducing time strain promote women’s and men’s well-being? Journal of Occupational Health Psychology, 18(2), 157-172.

Singh, K., & Billingsley, B. (1996). Intent to stay in teaching: Teachers of students with emotional disorders versus other special educators. Remedial and Special Education, 17(1), 37-47.

Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and consequences. Sage.

Worrell, T. G., Skaggs, G. E., & Brown, M. B. (2006). School psychologists' job satisfaction: A 22-year perspective in the USA. School Psychology International, 27(2), 131–145.

Sense of Belonging

How is it defined?

Sense of belonging reflects the degree to which an individual feels included, respected, accepted, and supported by others (Baumeister & Leary, 1995). Within a school context, a sense of belonging results in an individual feeling proud to belong to their school (Goodenow, 1993). A positive sense of belonging is related to an individual’s well-being (Juvonen, 2006), relationships among colleagues (Skaalvik & Skaalvik, 2011), and self-efficacy (Chan et al., 2008). Conversely, a lack of belonging is characterised by a variety of poor health outcomes, including mental health disturbances, and compromised immune system functioning (Baumeister & Leary, 1995).

Why is it important?

A collaborative climate characterised by close working relationships bolsters sense of belonging among teachers (Pesonen et al., 2021).
Teachers with a strong sense of belonging can, in turn, foster a sense of belonging among students (Pesonen, 2016).
Relationships that enhance ones’ sense of belonging promote a sense of purpose and meaning in life (Lambert et al., 2013)

How do we measure it?

The Tell Them From Me Staff Survey includes six items focused on perceptions of connectedness with the school and colleagues. The results are reported as “the percentage of staff who have a positive sense of belonging”.

References

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597-630.

Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90.

Juvonen, J. (2006). Sense of belonging, social bonds, and school functioning. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 655-674). Macmillan.

Lambert, N. M., Stillman, T. F., Hicks, J. A., Kamble, S., Baumeister, R. F., & Fincham, F. D. (2013). To belong is to matter: Sense of belonging enhances meaning in life. Personality and Social Psychology Bulletin, 39(11), 1418–1427.

Pesonen, H. (2016). Sense of belonging for students with intensive special education needs: An exploration of students’ belonging and teachers’ role in implementing support (Doctoral dissertation).

Pesonen, H. V., Rytivaara, A., Palmu, I., & Wallin, A. (2020). Teachers’ stories on sense of belonging in co-teaching relationship. Scandinavian Journal of Educational Research, 65(3), 425-436.

Skaalvik, E. M., & Skaalvik, S. (2011). Teachers’ feeling of belonging, exhaustion, and job satisfaction: The role of school goal structure and value consonance. Anxiety, Stress, and Coping, 24(4), 369-385.

Eudaimonia

How is it defined?

The core element of eudaimonia is having a sense of purpose in life which is accomplished by getting to know one’s true self, or ‘daimon’, and striving to be the best one can be. Eudaimonic well-being is attained through developing one’s talents and aptitudes through the pursuit of activities that are personally meaningful (Benson & Scales, 2009; Ryan & Deci, 2001; Waterman, 1993; Waterman et al., 2010). Essentially, an individual’s sense of purpose provides a framework for their life (Kashdan & McKnight, 2009). Eudaimonia is accomplished through goals, values, and beliefs that give life meaning and is tied to both identity formation and career identity (Waterman & Schwartz, 2013). For teachers, knowledge of the self is crucial for deriving meaning from their work (Kelchtermans & Vandenberghe, 1994).

Why is it important?

Eudaimonic well-being influences workplace actions including engaging in prosocial behaviours (Turban & Yan, 2016).
A strong sense of purpose is linked to feelings of satisfaction, motivation, and perseverance (Cartwright & Holmes, 2006).
Educators with a strong sense of purpose are more resilient and can maintain a higher level of performance over time (Gu & Day, 2007).

How do we measure it?

The Tell Them From Me Staff Survey includes eight items that focus on engagement in activities that are personally meaningful and that support an individual's sense of purpose. The results are reported as “the percentage of staff who are thriving”.

References

Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4(1), 85-104.

Cartwright, S., & Holmes, N. (2006). The meaning of work: The challenge of regaining employee engagement and reducing cynicism. Human Resource Management Review, 16(2), 199-208.

Gu, Q., & Day, C. (2007). Teacher resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316.

Kashdan, T. B., & McKnight, P. E. (2009). Origins of purpose in life: Refining our understanding of a life well lived. Psychological Topics, 18(2), 303-316.

Kelchtermans, G., & Vandenberghe, R. (1994). Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26(1), 45-62.

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166.

Turban, D. B., & Yan, W. (2016). Relationship of eudaimonia and hedonia with work outcomes. Journal of Managerial Psychology, 31(6), 1006-1020.

Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64(4), 678-691.

Waterman, A. S., & Schwartz, S. J. (2013). Eudaimonic identity theory. In A. S. Waterman (Ed.), The best within us: Positive psychology perspectives on eudaimonia (pp. 99–118). American Psychological Association.

Waterman, A. S., Schwartz, S. J., Zamboanga, B. L., Ravert, R. D., Williams, M. K., Agocha, V. B., Yeong Kim, S., & Donnellan, M. B. (2010). The questionnaire for eudaimonic well-being: Psychometric properties, demographic comparisons, and evidence of validity. The Journal of Positive Psychology, 5(1), 41-61.

Well-Being

How is it defined?

According to the World Health Organization (WHO) mental wellness is “A state of mental well-being that enables people to cope with the stresses of life, to realise their abilities, to learn well and work well, and to contribute to their communities” (World Health Organization, 2022). In comparison to the general population and other working adults, educators experience greater work-related stress and poorer physical and mental health outcomes (Johnson et al., 2005). Experiencing high stress is detrimental to teachers’ overall well-being, the quality of their teaching, and retention within the profession (Harmsen et al., 2018). Moreover, chronic stress among educators can negatively impact student achievement (Klusmann et al., 2016). As such, efforts to enhance educator well-being and support stress management among teachers are crucial (Schussler et al., 2016).

Why is it important?

Teachers who experience stress report feelings of exhaustion, tension, and frequent headaches (Dunham, 1984).
Positive psychological well-being is associated with increased levels of job satisfaction, and the ability to cope with stressful situations experienced at work (Trucchia et al., 2013).
Increasing student engagement can reduce teacher burnout and improve teacher self-efficacy (Covell et al., 2009).

How do we measure it?

The Tell Them From Me Staff Survey includes two measures designed to assess the perceived ability to cope with stressors, and the perceived level of support available at the school. The Coping measure includes five items and the Support measure includes six items. The results are respectively reported as “the percentage of staff who experience positive coping” and “the percentage of staff who experience support.”

The survey also includes three items asking respondents to report on perceptions of their life satisfaction, general health and whether their job affects their health on a scale from 0 to 10. The results are respectively reported as “the percentage of staff with positive life satisfaction”, “the percentage of staff with positive general health” and “the percentage of staff whose job affects health.”

References

Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A children’s rights approach. School Psychology International, 30(3), 282-290.

Dunham, J. (1984). Stress in teaching. Croom Helm.

Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643.

Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178-187.

Klusmann, U., Richter, D., & Lϋdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193-1203.

Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130-142.

Trucchia, S. M., Lucchese, M. S., Enders, J. E., & Fernández, A. R. (2013). Relationship between academic performance, psychological well-being, and coping strategies in medical students. Revista de la Facultad de Ciencias Medicas (Cordoba, Argentina), 70(3), 144-152.

World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.

Bullying

How is it defined?

Bullying is the result of a power imbalance where a person tries to hurt another person and does it more than once. It can be physical, verbal, or social, and can also take place over the internet with emails or text messages (Juvonen & Graham, 2014). Most bullying incidents occur within the school environment (Batsche & Knoff, 1994), as such for education systems to work effectively, schools require policies and practices that create safe conditions for both teaching and learning (Le Mottee & Kelly, 2017). However, many teachers do not feel equipped to handle bullying incidents, despite existing training efforts that may be provided (Bradshaw et al., 2011). Additionally, bullying directed towards educators is emerging as an area of concern and can be initiated by students, parents or caregivers, or school staff (McMahon et al., 2014).

Why is it important?

Workplace bullying is associated with poor mental health outcomes among teachers (Bernotaite & Malinauskiene, 2017).
Learner-to-teacher bullying has negative consequences not just for teachers but the teaching profession as a whole, as it impacts the quality of education that learners experience (Le Mottee & Kelly, 2017).
Whole-school interventions can alter attitudes toward bullying by increasing reporting of bullying incidents and intervention from students and teachers (Valle et al., 2020).

How do we measure it?

The Tell Them From Me Staff Survey asks staff to report on the frequency with which they were bullied in the past four weeks by either peers, parents, or students in any of the following ways: physical, verbal, social, and cyber. The results are reported as “the percentage of staff who are victims of moderate or severe bullying from peers”, “the percentage of staff who are victims of moderate or severe bullying from parents”, and “the percentage of staff who are victims of moderate or severe bullying from students.”

Respondents are also prompted by an item that assesses the level of support received from school leaders when they are the victims of bullying and respond to three items regarding perceptions of safety at the school. In addition, the survey captures ten items concerning feelings of exclusion or unfair treatment, and an item on whether they have experienced any form of sexual harassment followed by another item on how they responded to the sexual harassment. Responses to each of these questions are reported in “Further Detail” charts.

Furthermore, the Tell Them From Me Staff survey includes five items asking respondents to report on the bullying procedures implemented within their school. The results are reported as “the percentage of staff who indicate that their school has effective bullying policies and procedures.” The survey also includes two items regarding the level of diversity and inclusion within the school. The results are reported as “The percentage of staff who indicate that their school celebrates diversity”, and “The percentage of staff who indicate that their school is an inclusive environment.”

References

Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165-175.

Bernotaite, L., & Malinauskiene, V. (2017). Workplace bullying and mental health among teachers in relation to psychosocial job characteristics and burnout. International Journal of Occupational Medicine and Environmental Health, 30(4), 629-640.

Bradshaw, C. P., Waasdorp, T. E., O’Brennan, L. M., & Gulemetova, M. (2011). Findings from the National Education Association’s nationwide study of bullying: Teachers’ and education support professionals’ perspectives. National Education Association.

Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159-185.

Le Mottee, C., & Kelly, J. (2017). Behind the blackboard: Reviewing educators experiences of school violence in South Africa. Southern African Journal of Criminology, 30(3), 46-67.

McMahon, S. D., Martinez, A., Espelage, D., Rose, C., Reddy, L. A., Lane, K., Anderman, E. M., Reynolds, C. R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753-766.

Valle, J. E., Williams, L. C., & Stelko‐Pereira, A. C. (2020). Whole‐school antibullying interventions: A systematic review of 20 years of publications. Psychology in the Schools, 57(6), 868-883.

School Environment

How is it defined?

Educational environments are varied and include not only the physical spaces of a given institution, but also the contexts for learning within the school (Kachchhap & Horo, 2021). School environment plays an important role in ensuring a positive school climate, alongside considerations for school safety, the relationships between individuals within the school, and the teaching and learning that takes place (Cohen et al., 2009). Well-being among teachers is heavily related to the school’s environment and the encouragement of positive collaboration among staff (Yildirim, 2014). School leaders must make a positive work environment a priority, as enthusiastic and engaged teachers are critical to the success of their students (Ansley et al., 2019).

Why is it important?

The stress levels, job satisfaction and self-efficacy of teachers are influenced by their perceptions of the school environment (Collie et al., 2012).
A positive school climate is associated with school success, student achievement and teacher retention (Cohen et al., 2009).
The elements of a supportive professional environment that have the greatest impact on teacher effectiveness include meaningful feedback, peer collaboration, and a school culture characterised by trust and respect (Kraft & Papay, 2014).

How do we measure it?

The Tell Them From Me Staff Survey includes five items related to a school environment characterised by care, collaboration and innovation. The results are reported as “the percentage of staff with a positive school environment.”

References

Ansley, B. M., Houchins, D., & Varjas, K. (2019). Cultivating positive work contexts that promote teacher job satisfaction and retention in high-need schools. Journal of Special Education Leadership, 32(1), 3-16.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.

Kachchhap, S. L., & Horo, W. (2021). Factors Influencing school teachers' sense of belonging: An empirical evidence. International Journal of Instruction, 14(4), 775-790.

Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.

Yildirim, K. (2014). Main factors of teachers professional well-being. Educational Research and Reviews, 9(6), 153-163.