Educators’ Perspectives on Teacher Mental Health and Professional Development.
Abstract
Educator wellness is inextricably linked to their ability to teach and support students in the classroom. However, limited research has examined the factors that influence educator mental health in Canada, and the role of mental health-based professional development in these relationships. Therefore, the present mixed-method, multi-phase study examined the current knowledge, understandings, and beliefs about professional development and mental wellness for Canadian teacher candidates and associate teachers. Results from a binomial logistic regression found that higher educator psychological distress was positively correlated with presenteeism, and negatively correlated with workplace psychological safety. A reflexive thematic analysis of twelve semi-structured interviews further revealed a general dissatisfaction towards current professional development by Canadian teachers, with educators desiring more trauma-informed, collaborative, and action-oriented approaches to be utilized. Thus, highlighting the need to enhance current structures designed to support educator wellness and improve upon mental-health based professional development for Canadian teachers.