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URN: urn:nbn:de:0111-pedocs-299120
DOI: 10.25656/01:29912; 10.35468/6091-04
URN: urn:nbn:de:0111-pedocs-299120
DOI: 10.25656/01:29912; 10.35468/6091-04
| Titel |
School climate and teachers' professional wellbeing in Portugal. A School Climate Analytical Framework (SCAF) |
|---|---|
| Autoren |
Reis-Jorge, José  ;
Pacheco, Patricia ;
Ferreira, Marco ;
Barqueira, Ana ;
Baltazar, Isabel |
| Originalveröffentlichung | Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 81-104 |
| Dokument | Volltext (989 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Lehrer; Wohlbefinden; Profession; Forschung; Soziales Lernen; Emotionales Lernen; Stress; Belastung; Selbstwirksamkeit; Burnout-Syndrom; Lehrerbildung; Lehrberuf; Mental Health; Kompetenzentwicklung; Unterrichtsforschung; Berufsbildung; Pädagogische Psychologie; Spielerisches Lernen; Unterrichtsklima; Sozio-emotionaler Faktor; Programm; Implementierung; Videospiel; Intervention; Resilienz; Gesundheit; Interkulturelle Forschung; Internationaler Vergleich; Europa; Portugal |
| Teildisziplin | Empirische Bildungsforschung Schulpädagogik |
| Dokumentart | Aufsatz (Sammelwerk) |
| ISBN | 978-3-7815-6091-8; 978-3-7815-2636-5; 9783781560918; 9783781526365 |
| Sprache | Englisch |
| Erscheinungsjahr | 2024 |
| Begutachtungsstatus | (Verlags-)Lektorat |
| Abstract (Englisch): | The study reported in this chapter is part of an Erasmus KA3 project about teachers’ professional wellbeing. The aim of the study is to gain a better understanding of how Portuguese school teachers perceive the contribution of the school climate to their professional wellbeing. For this purpose, we conducted a qualitative interpretive study with a group of 57 Portuguese teachers. The data were collected through focus group interviews and the thematic analysis followed a hybrid approach. The deductive approach to the analysis, which was guided by a five-factor school climate model, indicated the sufficient adequacy of the teachers’ testimonials to the theoretical model. An inductive approach looking for latent meaning led to the inclusion of a new dimension related to Social and Emotional Literacy as a potential new factor impacting school climate. Accordingly, we propose a School Climate Analytical Framework (SCAF), which can be used and validated in future research. We hope to contribute to filling a gap in the empirical literature on school climate in the Portuguese context. (DIPF/Orig.) |
| Beitrag in: | Teachers' professional wellbeing. A digital game based social-emotional learning intervention |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Bestellmöglichkeit | Kaufmöglichkeit prüfen in buchhandel.de |
| Eintrag erfolgte am | 21.05.2024 |
| Quellenangabe | Reis-Jorge, José; Pacheco, Patricia; Ferreira, Marco; Barqueira, Ana; Baltazar, Isabel: School climate and teachers' professional wellbeing in Portugal. A School Climate Analytical Framework (SCAF) - In: Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 81-104 - URN: urn:nbn:de:0111-pedocs-299120 - DOI: 10.25656/01:29912; 10.35468/6091-04 |
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