Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/55036
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dc.contributor.authorKaynak Elcan, Naime-
dc.date.accessioned2020-04-28T14:07:42Z-
dc.date.available2020-04-28T14:07:42Z-
dc.date.issued2020-04-
dc.identifier.citationKaynac Elcan, K. (2020). A close look at teachers ́ lives : caring for the well-being of elementary teachers in the US. International Journal of Emotional Education, 12(1), 19-34.en_GB
dc.identifier.issn20737629-
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/55036-
dc.description.abstractThe purpose of this qualitative study is to shed light on elementary teachers’ perspectives on their sense of well-being, with emphasis on contextual factors that promote or block their sense of well-being. Data were collected through background questionnaires, teachers’ journal writings, and interviews with teachers. Findings reveal that teachers’ sense of well-being was fostered mainly by student growth and supportive colleagues. The major themes that emerged as negatively affecting teachers’ well-being were the influence of accountability testing, lack of power, sense of being scrutinized, student misbehavior, and heavy workload. The results of this study show the need for restructuring teaching contexts. When schools are places in which teachers feel valued, respected, empowered and involved in decision-making processes, they are likely to have a better sense of well-being.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectTeachers and community -- United Statesen_GB
dc.subjectTeachers -- Attitudesen_GB
dc.subjectTeachers -- United States -- Social conditionsen_GB
dc.subjectStudent growth (Academic achievement) -- United Statesen_GB
dc.subjectTeacher morale -- United Statesen_GB
dc.subjectWell-beingen_GB
dc.titleA close look at teachers ́ lives : caring for the well-being of elementary teachers in the USen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 12 Issue 1
IJEE, Volume 12 Issue 1

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