An action research project to improve teacher wellbeing in a South African primary school

Abstract

The aim of this study was to improve teacher wellbeing by means of action research. The conceptual framework comprised the theories of Seligman and the PERMA model, Ryff’s model of wellbeing, Lyubomirsky’s theory of wellbeing and Bandura’s theory of self-efficacy. The study was conducted in a small independent South African school. The non-probability sample included five teachers at the school who were accessible. Four action research cycles were completed via four intensive workshop sessions focusing on teacher wellbeing in general, interpersonal relationships, workload and time management, as well as teacher support and resilience. The teachers were also given activities to complete at home. Data on teacher wellbeing was collected by means of observation, interviews and a questionnaire. Through the various techniques employed during the action research project, the teachers’ wellbeing was enhanced. Recommendations for further improvement and for follow-up study were made. The limitations of the study were also highlighted.