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Teachers as health promoters: factors that influence early career teachers to engage with health and wellbeing education

Teachers as health promoters: factors that influence early career teachers to engage with health and wellbeing education
Teachers as health promoters: factors that influence early career teachers to engage with health and wellbeing education
Factors that affect novice teachers’ willingness to engage with health and wellbeing education are explored. An online questionnaire was sent to novice teachers in England (n=114) who had received pre-service training in health and wellbeing. Semi-structured interviews were conducted (n=14) to support the questionnaire findings. Pre-service training appears to have some impact on new teachers. However, school ethos, attitudes of senior leadership, the level or extent of mentoring influence these novice teachers’ identity as health promoters. Nurturing this nascent identity has policy and resource implications for senior leaders in schools and governments particularly where health and wellbeing is not prioritised.
pre-service teacher education, teacher identity, health and wellbeing education, school ethos
0742-051X
289-299
Byrne, Jennifer
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Rietdijk, Willeke
0edd8cf8-a325-43d0-9b08-2268c9e7b7f4
Pickett, Karen
1bac9d88-da29-4a3e-9fd2-e469f129f963
Byrne, Jennifer, Rietdijk, Willeke and Pickett, Karen (2018) Teachers as health promoters: factors that influence early career teachers to engage with health and wellbeing education Teaching and Teacher Education, 69, pp. 289-299.

Byrne, Jennifer, Rietdijk, Willeke and Pickett, Karen (2018) Teachers as health promoters: factors that influence early career teachers to engage with health and wellbeing education Teaching and Teacher Education, 69, pp. 289-299.

Record type: Article

Abstract

Factors that affect novice teachers’ willingness to engage with health and wellbeing education are explored. An online questionnaire was sent to novice teachers in England (n=114) who had received pre-service training in health and wellbeing. Semi-structured interviews were conducted (n=14) to support the questionnaire findings. Pre-service training appears to have some impact on new teachers. However, school ethos, attitudes of senior leadership, the level or extent of mentoring influence these novice teachers’ identity as health promoters. Nurturing this nascent identity has policy and resource implications for senior leaders in schools and governments particularly where health and wellbeing is not prioritised.

Text TATE final Byrne - Accepted Manuscript
Restricted to Repository staff only until 5 November 2019.
Text Byrne Teachers as Health Promoters - Version of Record
Restricted to Repository staff only

More information

Accepted/In Press date: 25 October 2017
e-pub ahead of print date: 5 November 2017
Published date: January 2018
Keywords: pre-service teacher education, teacher identity, health and wellbeing education, school ethos

Identifiers

Local EPrints ID: 415384
URI: http://eprints.soton.ac.uk/id/eprint/415384
ISSN: 0742-051X
PURE UUID: f696f41e-bedf-4182-9481-06761009b8f5

Catalogue record

Date deposited: 08 Nov 2017 17:30
Last modified: 14 Nov 2017 03:51

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