Abstract
Teacher well-being is a critical factor in the overall success of educational institutions and plays a significant
role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a
comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing
professional counseling, we can address educators' challenges and promote a healthier, more supportive
working environment. The study examines teachers' unique stressors and challenges, including high workload,
emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of
counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies
to manage stress and prevent burnout.
Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This
paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining
methods for enhancing resilience through professional development, self-reflection, and the establishment of
supportive networks. We provide evidence-based recommendations for integrating counseling and resilience
pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also
propose a practical framework for schools and policymakers to develop and implement targeted interventions
to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach
that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher
well-being can create a more supportive environment that ultimately leads to improved educational outcomes
for students and the long-term success of the education system
role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a
comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing
professional counseling, we can address educators' challenges and promote a healthier, more supportive
working environment. The study examines teachers' unique stressors and challenges, including high workload,
emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of
counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies
to manage stress and prevent burnout.
Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This
paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining
methods for enhancing resilience through professional development, self-reflection, and the establishment of
supportive networks. We provide evidence-based recommendations for integrating counseling and resilience
pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also
propose a practical framework for schools and policymakers to develop and implement targeted interventions
to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach
that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher
well-being can create a more supportive environment that ultimately leads to improved educational outcomes
for students and the long-term success of the education system
| Original language | English |
|---|---|
| Pages (from-to) | 1-9 |
| Journal | Educatia 21 |
| Issue number | Special Issue 25 |
| DOIs | |
| Publication status | Published - 30 Nov 2023 |
| Event | 11th International Conference Education, Reflection, Development - Babes-Bolyai University, Cluj-Napoca, Romania Duration: 23 Jun 2023 → 25 Jun 2023 Conference number: 11 https://educatia21.reviste.ubbcluj.ro/data/uploads/issue/2023ed21-no25.pdf |
Keywords*
- teacher
- well-being
- counseling
- resilience
- pedagogy
Field of Science*
- 5.3 Educational sciences
Publication Type*
- 1.4. Reviewed scientific article published in Latvia or abroad in a scientific journal with an editorial board (including university editions)