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5.1 PSYCHOLOGY, 5.3 EDUCATIONAL SCIENCES, Education, general, including:, *pedagogy
In 2017, the National Council for Curriculum and Assessment (NCCA) published the NCCA wellbeing guidelines, mandating all post-primary schools in Ireland to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing. Much is understood globally about the potential benefits of such programmes for students and educators alike. However, little is known within an Irish context regarding the attitudes and opinions of educators in this regard. The present study attended to this gap in knowledge.
This study administered the purpose-built “Attitudes Toward Wellbeing Promotion” (ATWP) scale to post-primary educators (n=327). Attitudes were assessed in relation to the act of promoting student wellbeing and the available wellbeing policies and curricula, and were examined in relation to a number of demographic variables. Statistically significant attitudinal differences were observed in relation to a number of criteria including educator gender, school gender, and the presence of deleterious educational practices such as streaming and vertical education.
This study represents the first attempt to quantify, in terms of positivity or negativity, educators’ attitudes regarding wellbeing promotion in a post-primary context.
Byrne, David; McGuinness, Colm; and Carthy, Aiden, "A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools" (2020). Other Resources. 3.