Evidence+for+Change

International Research suggests there is distinct evidence for change in the way teachers are supported and are able to fulfill their duties to their profession and their students.

There is an increasing amount of research being conducted on teacher stress and teacher wellbeing and a much greater acknowledgement of the link between teacher efficacy, student efficacy and student learning outcomes. (Benham Tye and O'Brien, 2002; Leithwood, 2006; Leithwood and McAdie, 2007; Kyriacou, 2001; Theoboald, 1990; Tschannen-Moran and Barr, 2004). These researchers outline what I believe to be the underlying problem of teacher efficacy in our schools, which is that despite some brilliant operators in our educational systems, they are held back by working conditions, prescribed curriculum linked with increased accountability and a lack of opportunity for creative intellectual risk taking as well as poor work-life balance.

Some thoughts to ponder:
 * Does your school have an active wellness and welfare program for teachers and students?
 * What is the retention rate for teachers within the school, and if they leave, is there research done into why?
 * Are staff absences higher than average school staff absences?
 * Does your school encourage and provide access to healthy food and physical activity for staff and students?
 * Do your students regularly have subsitute teachers or teachers teaching outside their field of expertise?
 * Is there good and regular communication between teachers and administrators, teachers and leaders, teachers and students, the school and parents and the school and the local community?
 * Do you think teachers feel they belong in the school community and are valued and supported in that community?
 * Does your school advertise where help is available for staff and students for their mental and physical wellbeing?
 * Has your school attempted to implement a wellbeing program, and what effect did it have?