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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 signicant 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.
nitial analyses were conducted using the primaryschool data only, and thus more detail from these
ndings is provided here. Only the last of the keyndings relates specically 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 signicant 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 signicant 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 signicant positive
association with the measure of “value-added”.This means that increases in the average levelsof job stimulation and enjoyment reported
by teachers were signicantly 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
signicant relation between the indices of teacher
wellbeing and SATs in 2004 and 2005, and also a
signicant relation with the “value-added” measure.
As many other factors will affect schoolperformance, some of the analyses also