Could a focus on wellbeing be the solution to retain teachers?

From the anticipated delays in receiving your child’s report to the uncertainty of educational quality for future generations, conversations regarding teacher shortages continue.

Among the potential solutions, the focus has centred on incentives for pre-service teachers, and raising the profile of the profession. Although important, efforts to retain teachers is crucial for safeguarding a future workforce. One potentially obvious, yet evidence-informed way of keeping teachers on board, is to support their wellbeing.

Our recent study, published in Teaching and Teacher Education, looked at whether certain aspects of wellbeing at work are considered more important than others by Australian teachers.

Our research

Using a three-step analysis, we surveyed nearly 1000 primary and secondary school teachers across Australia. A representative sample of teachers participated, including government, independent, and Catholic schools; regional, metropolitan, and rural schools; and teachers with under five to more than 21 years’ experience.

In step on, we asked teachers to list the features of wellbeing. Next, we asked another group of teachers to determine which features are important, and which are less important. Finally, in step three, teachers completed a cognitive task to confirm the key features of wellbeing.

Key discoveries

Our study found that Australian teachers overwhelmingly emphasised five key features of wellbeing at work – feeling safe, supported, valued, and trusted, and achieving work/life balance.

Here’s a breakdown

Feeling safe: Our findings suggest that teachers need a secure environment where they’re free from harm or threat, whether it’s physical or psychological. This means they feel protected both in their physical workspaces and within their professional interactions. Ensuring physical and psychological safety is a role for everyone – leadership, students, and parents.

Feeling supported: According to our findings, teachers value having access to resources, emotional backing, and practical assistance from colleagues and administration. Support also means having someone who will listen and respond effectively when they need help or guidance. We often talk about students having that one important adult, but teachers need that, too.

Feeling valued: Our study highlights the importance for teachers to feel that their contributions are appreciated, and that they’re recognised and respected as important members of the school community. This includes receiving positive feedback and acknowledgments for their hard work and achievements. Feeling valued is the backbone of a teacher belonging. We know teachers feel a strong sense of belonging to the profession. How can we preserve that?

Feeling trusted: Our findings indicate that trust involves teachers feeling confident that others believe in their professional judgment and abilities. This means they’re given autonomy to make decisions about their teaching, and are trusted to manage their responsibilities effectively. Put simply, when teachers are trusted, they’re empowered to teach at their best.

Achieving work-life balance: Our research confirms that teachers need to manage their professional responsibilities while having enough time and energy for personal life. This balance is crucial to avoid burnout and maintain long-term commitment to their profession. It’s an age-old issue that extends beyond the teaching profession alone, yet the pursuit of work-life balance, particularly for teachers, has never been more critical.

Significantly, our study indicates that Australian teachers consistently regard these five features as more crucial to their wellbeing than anything else. Further, these findings underscore the crucial role of social relationships in how teachers think about wellbeing in the workplace.

What schools and policymakers can do to support teacher wellbeing

Schools, policymakers, and other stakeholders may want to focus on these five features when creating programs to support teachers’ wellbeing.

For instance, schools could review current programs and update them to include these key features. This might mean changing how professional development programs are run, how teachers are trained, and what school policies are in place.

Read more: What’s going on behind the headline figures for principals in Australia?

Additionally, efforts to improve teacher wellbeing could benefit from creating a positive and supportive work environment, where teachers feel safe and trusted. Recognising teachers’ efforts and achievements, providing mentorship, and offering professional development opportunities can help teachers feel valued and supported. It’s also important to consider offering flexible work schedules, strategies to manage workloads, and initiatives that promote a balanced lifestyle.

Understanding how teachers think about and experience wellbeing can help schools and policymakers create programs and develop policies to ensure all teachers thrive in their working environments.

In doing so, we can improve teacher retention efforts, retain our current teachers, as well as create an attractive working environment for future teachers.