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DOI

10.14221/ajte.2015v40n8.6

Abstract

There is an increasing awareness that the wellbeing of a workforce is an important consideration in any organisation. Within the context of education, possibilities for supporting teacher wellbeing are mediated by neoliberal policy technologies that are incongruent with key aspects of wellness. Reviewing the literature, it appears there is value in prioritising teacher wellbeing as an intentional inclusion in both the professional development of practising teachers and within pre-service teacher education programs. This inclusion will empower teachers to better negotiate these imposed systemic constraints. Education for teachers regarding key facets of wellbeing - including managing emotional labour and the importance of professional social networks - is found to be essential in retaining and sustaining the teaching profession, thus enabling greater possibilities for professional flourishing.

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Link to publisher version (DOI)

10.14221/ajte.2015v40n8.6