Many educators are experiencing increased degrees of stress and unprecedented challenges in the aftermath of the global pandemic

(Beard et al., 2021; Farley & Chamberlain, 2021).

Gimbert et al. (2021) describes actions principals and counselors should take to create a culture of well-being in school where the social-emotional competence is a priority. It is recommended that there be training in these areas for school leaders and staffs: hope, mindfulness, and self-efficacy to address educators developing self-regulatory practices and learning to increase their knowledge and skills regarding their own social-emotional learning.

Nevarez and Wood (2007) suggest urban school leaders and teachers can change many of the negative conditions in schools such as underachievement by cultivating a positive school climate.

​

Many educators are experiencing increased degrees of stress and unprecedented challenges in the aftermath of the global pandemic

(Beard et al., 2021; Farley & Chamberlain, 2021).

Gimbert et al. (2021) describes actions principals and counselors should take to create a culture of well-being in school where the social-emotional competence is a priority. It is recommended that there be training in these areas for school leaders and staffs: hope, mindfulness, and self-efficacy to address educators developing self-regulatory practices and learning to increase their knowledge and skills regarding their own social-emotional learning.

Nevarez and Wood (2007) suggest urban school leaders and teachers can change many of the negative conditions in schools such as underachievement by cultivating a positive school climate.

​

Research Questions

Hypotheses

1. Is there a correlation between an elementary teacher’s sense of PERMAH and school climate?

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H ¹: The greater the degree of support from principals to teachers in the school climate the greater the degree of the teacher’s sense of well-being.

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H⁰ : There is no difference in the support of teachers in the school climate in relation to the teacher’s sense of well-being.

2. What relationships exist between the dimensions of school climate and the dimensions of well-being?

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H²: School climate is significantly correlated to teacher's sense of well-being.

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H⁰: There is no relationship between school climate and the teachers’ sense of well-being.

Principal Behavior Dimensions

Teacher Behavior Dimensions

Supportive

Demonstrating care and concern for teachers, listening to teachers, and being open to their suggestions. Praises teachers genuinely and frequently, Provides constructive criticism, and respects teachers’ professional expertise and ability. Has both a professional and personal interest in teachers.

Collegial

Collegial behaviors support open and professional interactions among teachers. Teachers are proud of their school, enjoy working with colleagues, and are enthusiastic, accepting, and mutually respectful of the professional competence of colleagues.

Directive

The principal is rigid and closely supervises with constant control over the teacher and school activities. Every detail is handled by the principal.

Intimate

Teacher behaviors reflect a cohesive and strong network of social support among the faculty. Teachers know each other well, have close personal friendships, socialize regularly, and provide strong support for each other.

Restrictive

Behavior that restricts, hinders rather than facilitates teacher work. The principal burdens teachers with responsibilities that interfere with teaching duties.

Disengaged

Lack of meaning and focus on professional activities. The teacher is putting in minimal effort. The teacher is negative about the school and colleagues. The teacher’s goals are not congruent with the school community.

Positive Correlations with Well-being Dimensions/ Other Correlations

Comments

Intimate Teacher to Teacher Behavior and Accomplishment

r=.365, p=<.01

Moderate positive correlation(2 tailed**)

Teacher to Teacher Disengaged Behavior to Negative Emotions

r=.343, p=<.01

Teacher to Teacher Intimate Relations Positive Emotions

r=.338, p=<.01

Supportive Principal behaviors with Positive Emotions

r=.315, p=<.01

Teacher to Teacher Intimate Behavior and Relations

r=.311, p=<.01

Collegial Relation with Positive Emotions

r=.309, p=<.01

Correlations with negative or less than moderation relations

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Supportive Principal Behaviors and Negative Emotions

r=-.333, p=<.0.01

Moderate negative correlation

Directive Principal Behaviors and Relationships

r=.002, p=<0.05

Less than moderate correlation

Supportive Principal Behaviors and Relationships

r=.103, p=<0.05

Restrictive Principal Behaviors and Loneliness

r=.117, p=<0.05

Collegial Teacher to Teacher Relationships and Happiness

r=.170, p=<0.05

Intimate Teacher to Teacher Relationships and Health

r=.229, p=<0.01

Disengaged Teacher to Teacher Behavior and Loneliness

r=.231,p=<0.01

Discussion

Implications

• Improving school climates by strengthening working relationship teacher to teacher is an investment in teacher social-emotional competence

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• Darling-Hammond and DePaoli (2020) explain that if we want teachers to improve outcomes for students, there must be an investment in professional development around school climate

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• Increasing interdisciplinary teaming and co-teaching partnership is a means to greater collegial relationships and teacher intimacy

• There are supportive practices principals can employ to moderately impact well-being(listening, bonding, respect professional practice and give quality feedback, open to suggestion)
• Collegial relationships support positive emotions Teachers should be encouraged to withdraw from isolated practices and to form teams
• Negative emotions decrease as engagement increases.School leaders can intentional about finding teacher interests to strengthen engagement
• Further investigation on school climate and teacher social-emotional competence is needed