The Asia-Pacific Education Researcher

, Volume 26, Issue 3–4, pp 117–126 | Cite as

Teachers’ Priorities for Change in Australian Schools to Support Staff Well-Being

  • Adam Garrick
  • Anita S. Mak
  • Stuart Cathcart
  • Peter C. Winwood
  • Arnold B. Bakker
  • Kurt Lushington
Regular Article

Abstract

This study explored Australian school teachers’ priorities for change within schools in order to support staff psychological well-being. We began by holding a focus group and, in corroborating with the existing literature on stressors reported by school teachers, identified seven key areas for change in schools that teachers thought would most support their well-being at work. An online survey was then conducted with teachers from across Australia (N = 960), who ranked each of these suggestions in order of importance. Results found that the most important needs for change according to teachers were smaller class sizes and improved measures for student behaviour management. These results offer insight into areas for organisational change that teachers think are most important for their own well-being. We discuss the findings in relation to psychological research as well as current issues within the Australian education sector.

Keywords

Teachers Well-being Schools Education department Organisational change 

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Copyright information

© De La Salle University 2017

Authors and Affiliations

  • Adam Garrick
    • 1
  • Anita S. Mak
    • 1
  • Stuart Cathcart
    • 1
  • Peter C. Winwood
    • 2
  • Arnold B. Bakker
    • 3
  • Kurt Lushington
    • 2
  1. 1.Faculty of Health, Centre for Applied PsychologyUniversity of CanberraCanberraAustralia
  2. 2.Division of Education, Arts and Social SciencesUniversity of South AustraliaAdelaideAustralia
  3. 3.Department of Work and Organizational PsychologyErasmus University RotterdamRotterdamThe Netherlands

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