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  • An Investigation of Teachers' Efficacy for Promoting and Supporting the Social and Emotional Health and Wellbeing of Students

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    De George-Walker_2012_02Thesis.pdf (2.801Mb)
    Author(s)
    De George-Walker, Linda R.
    Primary Supervisor
    Lizzio, Alf
    Other Supervisors
    Wilson, Keithia
    Halford, Kim
    Year published
    2012
    Metadata
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    Abstract
    Evidence is mounting that school-based support programs for student mental health are associated with improved wellbeing and academic outcomes. These programs necessitate teacher participation, yet teachers’ views are varied about the extent to which supporting student mental health is integral to the teaching role. Furthermore, teacher involvement in these activities can vary in quantity and quality. Teacher self-efficacy has received attention as a variable of interest for understanding teacher attitudes, participation, and performance in their work supporting student wellbeing. There has been some consideration of the ...
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    Evidence is mounting that school-based support programs for student mental health are associated with improved wellbeing and academic outcomes. These programs necessitate teacher participation, yet teachers’ views are varied about the extent to which supporting student mental health is integral to the teaching role. Furthermore, teacher involvement in these activities can vary in quantity and quality. Teacher self-efficacy has received attention as a variable of interest for understanding teacher attitudes, participation, and performance in their work supporting student wellbeing. There has been some consideration of the antecedents of teacher self-efficacy for supporting student wellbeing, such as teacher training, but so far there has been no research using the framework of the sources of efficacy information proposed in Bandura’s self-efficacy theory (Bandura, 1977a, 1977b, 1997) and the model of teacher efficacy (Tschannen Moran, Woolfolk Hoy, & Hoy, 1998). Some studies investigating teacher self-efficacy in the area of teachers’ work supporting student wellbeing have conceptualised the construct broadly and used measures with inadequate domain specificity. Other studies have employed domain specific conceptualisations and measures, but validity-related concerns limit the use of these measures in other studies.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
    School
    School of Psychology
    DOI
    https://doi.org/10.25904/1912/2447
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Student mental health
    Academic outcomes
    Teacher self-efficacy
    Teacher training
    Student wellbeing
    Publication URI
    http://hdl.handle.net/10072/368121
    Collection
    • Theses - Higher Degree by Research

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