Staff+welfare+academic+rationale

__**Academic rationale**__

All teachers experience stress in the workplace. There are many factors that may contribute to stress, such as pressures at work or the continual need to take work home. The outcome of too much stress for teachers can include physical, spiritual, emotional and psychological problems, as well as burnout, job dissatisfaction and ultimately a reduction in effective outcomes for students (Bubb, 2004; Butt and Retallick, 2002; DEECD, 2009a; DEECD, 2009b; DEECD, 2009c; Holmes, 2004; McCraty, 2003; Pillay, Goddard and Wilss, 2005). As such, it is desirable that in order for Aim High to achieve its desired goals and outcomes of supporting every student to achieve their potential, a staff wellbeing policy be written.

Teaching competence has been described as teachers believing that they have the skills and knowledge necessary to teach effectively and with confidence (Pillay, Goddard and Wilss, 2005). Competence also includes teachers having access to the necessary resources, current pedagogical methods and strategies, enabling students to engage and achieve the expected outcomes. As such, it is vital that teachers teach in their method areas and continue to pursue professional development (Pillay, Godard and Wilss, 2005).

A relationship between teacher wellbeing and competence has been found to exist in relation to administrative support, reasonable role expectations and decreased workplace stress leading to job satisfaction (Butt and Retallick, 2002; Pillay, Goddard and Wilss, 2005). Factors such as stress, burnout, workload and job dissatisfaction are often found to be factors that contribute to teachers becoming incompetent and/or leaving the profession (Pillay, Goddard and Wilss, 2005).

It has also been found that principals and leading teachers that provide feedback, encouragement and offer participatory decision-making foster commitment amongst staff in schools (Pillay, Goddard and Wilss, 2005).

Maintaining good balance in staff member’s lives inside and outside of school is also a vital component in good staff wellbeing (Bubb, 2004; Holmes, 2004). Stress occurs in many settings in life and good stress management strategies continually suggest the need to maintain interests and balance in life in a variety of different settings (Bubb, 2004; Holmes, 2004 ).

Support regarding balance is important. Support can come in the form of initiatives like education, such as professional development opportunities, opportunities for counseling and supervision and reducing instances of isolation and stress management by, for example, empowering staff members to become influential decision-makers (Holmes, 2004; Bubb, 2004; Pillay, Goddard and Wilss, 2005).

To encourage a balanced or holistic approach to wellbeing, Aim High will take the lead by proposing a holistic whole-school approach to staff welling policy, including professional, personal, organisational and environmental wellbeing being targeted (DEECD, 2009b; DEECD, 2009c). It is anticipated that support networks in counselling, inservicing and stress management will play pivotal roles in assisting the school to develop and maintain a balanced, productive and healthy staff profile. Providing safe work environments and supportive schools is also a legal requirement (DEECD, 2009c).

In order to assist staff at Aim High in maintaining wellbeing and in feeling competent and reducing negative stress and the associated problems, Aim High has decided to implement a staff wellbeing committee that is responsible for gathering information from staff members and deciding upon ways to implement strategies to help develop a well balanced and healthy teaching staff (Albion Park High School, 2009; Patcham High School, 2007; TAFE Tasmania, 2009; White Friars, 2007 ). Staff welfare committees have had success in a number of schools (Albion Park High School, 2009; Patcham High School, 2007; TAFE Tasmania, 2009; White Friars, 2007). It is also hoped that by opening up opportunities for staff to take on varied leadership roles that they are able to feel as though they are making productive contributions and decision-making for, not only the student learning, but also the success of the school and their colleagues (Pillay, Goddard and Wilss, 2005; Albion Park High School, 2009; Patcham High School, 2007; TAFE Tasmania, 2009; White Friars, 2007).

It could therefore be concluded that staff whose individual and collective needs are being met, who are feeling supported and cared for on both personal and professional levels and are able to enjoy their lives outside of the school environment, are better able to assist students in their preparations for the future. When able to help students more effectively, teachers again are reinforced with a sense of satisfaction and wellbeing. It is for these reasons that the staff wellbeing policy was created.