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34205453 Staff Wellbeing is Key to School Success Summary

34205453 Staff Wellbeing is Key to School Success Summary

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Published by Andrea Hirschhorn

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Published by: Andrea Hirschhorn on Jan 10, 2012
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10/07/2013

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©
Worklife Support Ltd 2007Hamilton House, Mabledon Place, London WC1H 9BE020 7554 5280 www.worklifesupport.com
 
1
 
Staffwellbeingiskeytoschoolsuccess
 
A research study into the links between staff wellbeing and school performance.
by Professor Rob Briner and Dr Chris Dewberry,Department of Organizational Psychology, Birkbeck College, University of London,in partnership with Worklife Support.
 
©
Worklife Support Ltd 2007Hamilton House, Mabledon Place, London WC1H 9BE020 7554 5280 www.worklifesupport.com
 
2
Methodology
T
he wellbeing measures used in this researchproject were developed from Worklife Support’sOrganisational Self-Review Measure (OSRM),an online survey of staff perceptions thatprovides the starting point for the Well-BeingProgramme. The OSRM survey is open to all staff in participating schools (including teaching staff,managers and support staff).Three dimensions of both positive and negativeaspects of wellbeing were measured during thecourse of the research: feeling valued and caredfor; feeling overloaded; and job stimulation andenjoyment. For each school, the average levels of these three aspects of wellbeing were calculatedacross two consecutive administrations of theOSRM survey.Data was collected from 24,100 staff, in 246primary schools and 182 secondary schools. Forprimary schools, OSRM data was available for2003, 2004 and 2005 and for secondary schools,from 2001 to 2005 inclusive.For primary schools, the performance datacollected were Statutory Assessment Tests (SATs),averaged across the three core subjects, andthe school value-added measure. For secondaryschools, the performance data collected were thepercentage of pupils achieving level 5 or aboveat each Key Stage as well as the school value-added measure.The data for primary and secondary schoolswere analysed separately. This analysis set out toexplore relationships between school-level teacherwellbeing on the one hand and school-level pupilperformance on the other.
In the rst UK study of its kind, average levels of teacher
wellbeingwithinschoolshasbeenfoundtobelinkedtopupil
performance as assessed by SATs and value-added measures.This report summarises the main ndings of research undertaken
by Birkbeck College in 2007, in partnership with Worklife Support.
Worklife Support was established in 1999 by the national charity Teacher Support Network. Since then, they have worked with approximately 140,000 staff in more than 2,600 schools across across the UK, providing programmes (such as the Well-Being Programme) that aim to improve the wellbeing and effectiveness of all staff groups.The Well-Being Programme takes an approach broadly equivalent to the HSE Management Standards for Work-Related Stress. It aims to help schools reach their potential by identifying and building othe organisational factors that support wellbeing.
 
I
t is widely assumed that employees’ feelings atwork - expressed through satisfaction, stress andattitudes towards their jobs - are related toemployees’ performance. While hard evidence forsuch links is weaker and less common than mostpeople seem to believe, there is no doubt thatthere are relationships between how people feeland how they behave, and that these relationshipsare likely to have implications for performance.Although most research has tended to focus onindividual wellbeing and performance indicators,research conducted on a group or collectivelevel (i.e. on the level of teams, work units andorganisations) reveals stronger links betweenwellbeing and performance. In other words,work units that on average have higher levels of wellbeing tend to also have higher levels of work-unit performance.
This report summarises the main ndings of 
a research project designed to explore thelinks between the wellbeing of school staff (as measured by ratings from the WorklifeSupport Well-Being Programme’s survey of staff perceptions) and school performance (as measuredby SATs and value-added measures).
 
©
Worklife Support Ltd 2007Hamilton House, Mabledon Place, London WC1H 9BE020 7554 5280 www.worklifesupport.com
 
3
controlled for these factors when examiningthe links between teacher wellbeing and schoolperformance. Even after controlling for thesefactors, there were still some relationshipsbetween average teacher wellbeing and schoolperformance as measured by SATs and the value-added measure.4. There is no evidence for a relationship betweenwellbeing and SATs results in support staff orteachers not involved in teaching.It seems that it is only the average levels of classroom teacher wellbeing within a schoolthat are related to school performance. Whilethe wellbeing of support staff or teachers notinvolved in teaching is important in itself, it doesnot appear, from these analyses, to be relatedto school performance as measured by pupil SATs
results. This nding is to be expected, as pupils
interact most with classroom-based teaching staff.5. There is no evidence that the relation betweenwellbeing and SATs results is stronger for somesubject areas (English, for example) than it isfor others.In principle, it is possible that average levels of teacher wellbeing have stronger effects on SATsscores in some subject areas than others. Theresults of this study suggest that this is not thecase. SATs scores in all subject areas were equallyaffected by average teacher-wellbeing scores.6. For secondary schools, after controlling forthe effects of relevant variables (for example,percentage of pupils absent or with Special
Educational Needs), there is a signicant and
positive association between the wellbeingvariables and the following measures of schoolperformance: Key Stage 4 results – percentageachieving level 2 (5+ grades A to C) and the value-added measure based on progress between KeyStage 2 and Key Stage 4.
This nding demonstrates that secondary schools
saw very similar results to those of primaryschools: average levels of teacher wellbeing werefound to be associated with a range of measuresof pupil performance.
I
nitial analyses were conducted using the primaryschool data only, and thus more detail from these
ndings is provided here. Only the last of the keyndings relates specically to secondary schools.
1. When scores on the OSRM indices of wellbeing inprimary schools are aggregated, and the averagewellbeing of staff in each school is then examinedin relation to the SATs results for that school,
a statistically signicant positive association
between staff wellbeing and SATs results isapparent in 2004 (the year in which most primary-school OSRM data was collected). As an indicationof the strength of this relationship, in 2004 theaverage wellbeing of teaching staff accounted for8% of the variance in SATs results.While the clear majority (92%) of the variationin SATs scores is explained by other factors, 8%of this variation is accounted for by teacherwellbeing. Though this may appear relatively
small, it is statistically signicant and may be
practically important because teacher wellbeingmay be more amenable to intervention and changethan other factors known to strongly affect SATsscores (such as social class).2. The increase in job stimulation and enjoymentbetween the two administrations of the OSRM
has a small but statistically signicant positive
association with the measure of “value-added”.This means that increases in the average levelsof job stimulation and enjoyment reported
by teachers were signicantly and positively
associated with the value-added measure of pupil
performance. This nding suggests that where
teachers within a school experience improvementsin their feelings of stimulation and enjoyment,school performance may also improve.3. After controlling for the effects of relevantvariables (for example, percentage of pupils absentor with Special Educational Needs), there is still a
signicant relation between the indices of teacher
wellbeing and SATs in 2004 and 2005, and also a
signicant relation with the “value-added” measure.
As many other factors will affect schoolperformance, some of the analyses also
Key ndings

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