School of Educational Psychology and Counselling, Faculty of Education, Monash University, 19 Ancora Imparo, VIC 3800, Clayton, Australia.
Monash Rural Health, Monash University, Warragul, Australia.
BMC Psychol. 2024 Apr 22;12(1):220. doi: 10.1186/s40359-024-01724-7.
Growing demands on educators have resulted in increased levels of burnout and stress and decreasing wellbeing. This study aimed to establish expert consensus on the key characteristics required in prospective educator wellbeing initiatives.
The Delphi approach is a process of forecasting that is based on the aggregated opinion of panel members (or experts) within a field of study. Using a Delphi approach, academic and practitioner expertise were sought over a two-rounds, with 17 and 14 participants in each round respectively. The study aimed to identify how systemic factors (e.g., leadership) could be utilised to promote educator wellbeing. The study also sought expert consensus on enablers and barriers for engagement in educator wellbeing initiatives.
Findings highlighted the importance of fostering positive relationships with colleagues, communities and families, and the active role of wellbeing teams to promote wellbeing initiatives. The need for leaders to address their own wellbeing and build trust within teams was also identified. Panel members identified the need for prospective funding to prioritise wellbeing initiatives. There was also a preference for ongoing initiatives rather than stand-alone wellbeing events that conveyed the ongoing importance of managing one's wellbeing.
This paper presents practical recommendations that can be used to inform the development and evaluation of future initiatives and policy. Applying the consensus derived from this study is likely to make wellbeing initiatives more viable and facilitate uptake amongst educators.
教育工作者面临的需求不断增加，导致倦怠和压力水平上升，幸福感下降。本研究旨在就未来教育工作者幸福感计划所需的关键特征达成专家共识。
德尔菲法是一种基于研究领域内小组（或专家）综合意见的预测过程。采用德尔菲法，在两轮中分别寻求学术和实践专业知识，每轮有 17 名和 14 名参与者。该研究旨在确定如何利用系统因素（例如领导力）来促进教育工作者的幸福感。该研究还寻求专家对参与教育工作者幸福感计划的促成因素和障碍的共识。
研究结果强调了与同事、社区和家庭建立积极关系的重要性，以及幸福感团队在促进幸福感计划方面的积极作用。还确定了领导者需要解决自身的幸福感问题并在团队中建立信任。小组成员确定需要有前瞻性的资金来优先考虑幸福感计划。他们还希望有持续的计划，而不是独立的幸福感活动，以传达持续管理幸福感的重要性。
本文提出了实用建议，可用于为未来的计划和政策的制定和评估提供参考。应用本研究得出的共识可能会使幸福感计划更可行，并促进教育工作者的参与。
