Boosting teacher well-being at the start of term helps combat attrition and burnout, research suggests

Supporting teacher well-being at the start of term is integral to sustaining their well-being long-term, according to UNSW research. Understanding how we can better support teacher well-being and how it changes over time will help reduce the current high burnout and attrition rates, says Scientia Associate Professor Rebecca Collie from UNSW's School of Education.

"Teacher well-being is of critical importance to healthy functioning at work and to students' academic development," says the world-leading educational psychology researcher.

"Our research found teachers' levels of well-being at these starting points, as well as the perceived quality of their connection with students, are significant in shaping subsequent patterns of well-being."

A study published in late 2023, conducted with Scientia Professor Andrew Martin from UNSW, examined how teacher well-being changes over one school term, and the role of teacher-student relationships in how these changes unfold. It followed 401 primary (56%) secondary (38%) kindergarten to year 12 (6%) schoolteachers from all Australian states and territories, during Term 3 in 2021.

Teachers reported on their well-being and their sense of connection with students in weeks two, five and eight of the 10-week term. Teachers reported declines in well-being over the term, the research found.

"Importantly though, teachers who reported more positive teacher-student relationships at the start of term ended the term with higher [rates of] well-being than those teachers who started the term with less positive teacher-student relationships," she says.

"Our findings highlight the interconnectedness of teacher well-being and teacher-student relationships and underscore the importance of introducing efforts to bolster both."

A/Prof. Collie conducts research into motivation, well-being and social-emotional development using quantitative research methods. She works with unions, government and researchers in Australia and internationally to promote evidence-led change in educational policy and practice.

Her research is regularly cited in OECD education reports and referenced in Senate inquiries into education. It aims to identify how to support teachers and students to thrive socially, emotionally and academically.

"Our findings highlight the interconnectedness of teacher well-being and teacher-student relationships and underscore the importance of introducing efforts to bolster both," says A/Prof. Collie.

Teacher well-being can be understood as a combination of feeling good and functioning effectively at work, says A/Prof. Collie. "The 'feeling good' part is captured by factors, such as job satisfaction, a sense of vitality, and low stress or burnout at work. In contrast, the 'functioning effectively' part of the definition is captured by factors like work engagement and occupational commitment."

These emotional, cognitive and behavioral elements of well-being were examined in the study using the Tripartite Occupational Well-being Scale, developed by A/Prof. Collie.

The scale identifies three types of well-being as key to teachers' healthy and effective functioning: vitality—the energy and vibrancy that teachers feel in their work; engagement—the dedication and exertion that teachers channel into their job; and professional growth—teachers' commitment to enhancing their expertise and competencies.