Teachers' mental well-being at work : New York City public school teachers' perceptions
Horvath, Annamaria (2023)
Horvath, Annamaria
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023053116332
https://urn.fi/URN:NBN:fi:amk-2023053116332
Tiivistelmä
Teaching is an important, yet mentally demanding occupation. Educators’ work well-being has become a concern in recent years. The objective of this thesis was to gather information on New York City public school teachers’ perception of their own occupational health and social emotional learning skills. Furthermore, since this thesis was commissioned by the Sustainable Brain Health Project which was coordinated by Tampere University of Applied Sciences, it aimed at exploring perceptions of social emotional learning as a tool to improve work well-being.
One hundred and twelve New York City public school teachers participated in this study. Perception data were collected about teachers’ occupational well-being and social emotional learning competencies and processed using mixed methods research approach. The survey utilized for this purpose included both closed-ended and open-ended questions. Closed-ended answers were analyzed using the descriptive statistical method, while the thematic qualitative method was applied during the analysis of open-ended responses. Confidential research materials have been removed from this report.
The results suggest that utilizing self-awareness skills, as well as self-management and self-leadership strategies help increase New York City public school teachers’ mental well-being at work and also aid with stress management.
The findings indicate that New York City public school teachers value social emotional learning as a tool to develop self-management and self-leadership skills, thereby enhancing occupational well-being for educators, however they would need more targeted training and support from the local school system to be able to effectively develop this skill set in themselves. Thus, further research is required in order to increase the validity and reliability of the study and allow for generalization of its findings.
One hundred and twelve New York City public school teachers participated in this study. Perception data were collected about teachers’ occupational well-being and social emotional learning competencies and processed using mixed methods research approach. The survey utilized for this purpose included both closed-ended and open-ended questions. Closed-ended answers were analyzed using the descriptive statistical method, while the thematic qualitative method was applied during the analysis of open-ended responses. Confidential research materials have been removed from this report.
The results suggest that utilizing self-awareness skills, as well as self-management and self-leadership strategies help increase New York City public school teachers’ mental well-being at work and also aid with stress management.
The findings indicate that New York City public school teachers value social emotional learning as a tool to develop self-management and self-leadership skills, thereby enhancing occupational well-being for educators, however they would need more targeted training and support from the local school system to be able to effectively develop this skill set in themselves. Thus, further research is required in order to increase the validity and reliability of the study and allow for generalization of its findings.