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International Perspectives on Teacher Well-Being and Diversity

Portals into Innovative Classroom Practice

  • Book
  • © 2021


  • Explores teacher well-being in the context of social and linguistic diversity
  • Addresses the well-being-related needs of practising teachers
  • Offers international perspectives on lessons learnt regarding teacher well-being in socially diverse and multilingual teaching contexts

Part of the book series: Understanding Teaching-Learning Practice (UTLP)

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About this book

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers.  

This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers.  

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Table of contents (9 chapters)


One of the strengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity – not only within Europe, but also including South Africa as a partner that is characterized – maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems." — Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands

Editors and Affiliations

  • University of Limerick, Limerick, Ireland

    Timothy R. N. Murphy, Patricia Mannix-McNamara

About the editors

Dr. Timothy Murphy is a Lecturer in Educational Research and Policy at the School of Education, University of Limerick. He is a Graduate of Teachers College, Columbia University, New York and has researched and worked in a number of educational contexts, including England, the USA and Ireland. He has published widely in the field of education, on topics ranging from education policy and reform, to disadvantage in education, as well as on teacher pedagogical well-being.  The latter led to his participation in a three-year Erasmus+ EU project on Teacher Well-being and Diversity which provided the inspiration for this book. 

Professor Patricia Mannix-McNamara is head of the School of Education at the University of Limerick in Ireland. Her experience spans school leadership, systems leadership, organizational culture and climate, workplace wellbeing in education and organizational behaviours and she is widely published in these fields. She serves as an advisor to national bodies and has championed school health promotion for two decades.  She is the joint chair of the National Behaviour in Organisations Research Group (BORG) with her colleague Dr. Margaret Hodgins in the National University of Ireland Galway. Her motivation in this text is to place wellbeing, for both teachers and students, at the heart of teaching culture.  

Bibliographic Information

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