Suchergebnisse

Contingent on multiple variants, educators' well-being is becoming a concern regarding quality of life in and out of schools. Our qualitative case study aimed to understand how educators negotiate well-being through ever-increasing complexities in schooling environments and incommensurable lifeworld realities. Findings include materialrelevant to (1) the cultural politics of well-being; (2) relationality of/with well-being; (3) the need for self-care; and (4) ways of being and doing well-being in context. Conclusions discuss how to support educators in creating and fostering well-being for themselves individually, and within collective and institutional levels. Keywords: educator well-being, school environment, community engagement and leadership, well-being resources, educator support ; Dépendamment de plusieurs facteurs, le bien-être des éducateurs devient une préoccupation à l'école et à l'extérieur de celle-ci. Notre étude de cas examine comment ils négocient leur bien-être à l'intérieur d'espaces scolaires complexes des réalités du monde d'aujourd'hui. Les résultats incluent (1) politique culturelle du bien-être; (2) rapport du / avec le bien-être; (3) besoin de prendre soin de soi; et (4) manières d'être et de savoir-faire dans un contexte spécifique. Les conclusions présentent comment aider les éducateurs à créer et à favoriser leur propre bien-être, ainsi qu'au niveau collectif et institutionnel. Mots-clés : bien-être des éducateurs, environnement scolaire, engagement communautaire et leadership, ressources de bien-être, soutien de l'éducateur

Being prepared for the intensity and complexities that educators face in their work means building strategies for managing well-being. This qualitative study explored educators' conceptualizations about their well-being using an arts-based, community-based participatory research (AB-CBPR) methodology. After a brief mindfulness meditation and contemplation of prompting questions, educators were invited to participate in drawing and writing reflections. The artifacts were coded to determine themes. Themes suggested the importance of human connectedness and interconnection, self care and nurturance, the healing qualities of the natural word, and the recognition that institutions need to provide space and resources to support educator well-being. The mindfulness-based art-as-meditation process was itself a salutogenic process and provided a means for developing a deeper understanding of educator well-being through a community-based participatory research approach.