Melanie Hodges of the University of Melbourne shares promising findings.
Self determination theory and positive education can help support teachers.burnout
found that 44 percent of those working at schools serving students and teens —including 52 percent of K-12 teachers—of this series, Melanie Hodges, MAPP, of the University of Melbourne, shared findings from her recent literature review on the gap between research and practice when it comes to teacher well-being. Here, Hodges goes into greater detail about what changes can offer hope to educators struggling to thrive in such a difficult profession.
One of the main things that struck me with PERMA and VIA was that they don’t have to be used in their entirety to still be helpful. For me, it was actually because of PERMA that I applied for the master of applied positive psychology in the first place.for the day that you had?""Was there some engagement that you felt?") With VIA, it can help to understand what strengths we have but also to work with the ones at the bottom of the list to revitalize ourselves in some way.
For me, I made a PERMA goal to apply for the MAPP. I did this two years ago. The goal was simply to apply. It seemed like a small goal at the time. When I did apply, I didn’t really expect to get accepted, especially by Melbourne University. However, I did and next weekend I will graduate .Well-being in schools is not a quick fix. What I have found, though, is that the research on burnout and well-being for teachers has revealed an ongoing concern since the 1970s .
Ideally, administration matters need to be cut from teachers’ workloads. Teachers became teachers to teach, not to write things up in triplicate that get filed away and never looked at. It also helps to offer teachers well-being interventions to learn, instead of forcing well-being interventions onto teachers and making well-being feel like a “waste of time” to cause resentment.
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