Implementing a whole-school approach to student wellbeing: a study examining the implementation experiences of Bhutanese and Australian teachers in wellbeing leadership roles
Year: 2015
Type: dissertation
Abstract: relational environment.Key aspects of school organizational culture such as leadership, strategic and policy direction, organizational structure, and competing views and beliefs influenced the implementation of student wellbeing promotion.School cultures in relation to student wellbeing comprised of three themes of control, care, and wellbeing as integral to learning.Both parties favoured positioning wellbeing promotion as integral to education, however they identified that time constraints and lack of consensus about the importance of school-based efforts mean that schools defaulted to the use of reactive approaches.This was seen to be due in part to a lack of a shared valuing of wellbeing promotion as central to the school's business.Despite variations in the ways in which they manifest in the two school systems, the themes are found to be common across schools.While time constraint is expressed as a key concern, deeper analysis revealed more fundamental concerns relating to the issues of meaning and culture.Literature on educational change identify the importance of a shared meaning or understanding to guide implementation of change (Fullan, 2009;Hargreaves, 2009); and define wellbeing or student wellbeing as all-encompassing of the various aspects of wellbeing (e.g., Evans & Prilleltensky, 2007;Awartani, Whitman, & Gordon, 2007).Findings from this study indicate that, in the case of student wellbeing promotion, finding a 'shared meaning' is very complex as student wellbeing is understood in a multitude of ways, often with seemingly dichotomous and conflicting views.Different definitions of wellbeing emphasize certain aspects and underplay others depending on contextual priorities, and individual as well as cultural dispositions.
Author: Sangay Jamtsho
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: green
Funder: University of Melbourne
OpenAlex ID: W2375513304