A permanent pivot to wellbeing.

Should we begin with teachers when prioritising wellbeing in schools?

High levels of engagement in the workplace, overall career satisfaction, greater productivity, reduced presenteeism and fewer sick days are the potential dividends for schools who get it right. Such benefits suggest it is in the best interests of school leaders to intentionally foster a staff wellbeing framework. In doing so, a clear delineation between happiness and wellbeing at work is important. 

Teacher wellbeing must be included in an over-arching strategic vision for the school. The disposition of a school’s leadership team also had a critical impact on the perception of workplace health for the employee.

Practices such as gratitude boards or starting staff meetings with a ‘round-the-table check in’ can contribute to the creation of shared values and vision for the school. When wellbeing principles are visible and actioned regularly, there appears to be the most chance of a shifting school culture towards one of compassion, perspective and understanding. The research is clear that schools must continue to work to develop personal resources and programs for employees in a top-down approach, whilst also building connectedness and organisational health from a bottom-up perspective. In doing so, schools can create the climate for employee happiness more successfully.

It is more about transparency and authenticity than it is about social clubs and yoga classes…

School leaders have a role to play in modelling best practice related to their own wellbeing. Both teaching and operational staff must see the leadership team as genuine. Leaders who can manage the delicate balance of approachability and understanding with high expectations and high accountability have the greater potential to build staff wellbeing in their schools.

The top-down and bottom-up approach could also be viewed as both the formal and informal opportunities to build workplace connectedness. Schools must have policies and procedures that anchor school culture and agreed ways of being but must also have more informal ways allow wellbeing to live and breathe in day-to-day life. A staffroom culture of respect, community and collegiality is a good place to start. 

We must all prioritise positive organisational behaviour…

A focus for school leadership teams must acknowledge the critical importance of self-efficacy, optimism, hope and resilience for all employees within the organisation. A happy teacher will be more effective and engaged in the classroom and the potential flow-on effect for students must not be under-estimated. In considering the multiplier effect, happier and engaged teachers have the potential to create a contagion within a school community. The benefits for the broader culture of the school can be significant.

It has long been understood that individuals function best in both their personal and professional lives when they have a sense of meaning and purpose and feel that what they are contributing to their workplace is both meaningful and valued. 

The strength of co-worker relationships and organisational connectedness can be powerful. This golden thread is a strong protective factor for staff against illbeing and workplace stress. A strong sense of community amongst employees predicts strong professional outcomes, job satisfaction and overall commitment to the organisation.