@article{ref1,
title="A model of positive school leadership to improve teacher wellbeing",
journal="International journal of applied positive psychology",
year="2021",
author="Cann, Rachel Fiona and Riedel-Prabhakar, Rachel and Powell, Darren",
volume="6",
number="2",
pages="195-218",
abstract="Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers' experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers' perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three 'high wellbeing' and three 'low wellbeing' teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.<p /> <p>Language: en</p>",
language="en",
issn="2364-5040",
doi="10.1007/s41042-020-00045-5",
url="http://dx.doi.org/10.1007/s41042-020-00045-5"
}