Relevant bibliographies by topics / Teacher's health

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher's health'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Teacher's health"

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AKADA, Taro, Kazuhiro SHIGENOI, Hironori KOMASA, and Hisao TOMOHISA. "Nursery Teacher's Mental Health:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2AM081. http://dx.doi.org/10.4992/pacjpa.74.0_2am081.

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Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (January 9, 2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.
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Andrusova, Irina V., Zhanna V. Smirnova, Elena A. Chelnokova, Olga N. Nikeitseva, and Anna N. Tsaregorodtseva. "Health-saving technologies in teacher's activity." Revista de la Universidad del Zulia 11, no. 31 (October 1, 2020): 461–72. http://dx.doi.org/10.46925//rdluz.31.29.

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The state, society and the labor market are making ever higher demands on teaching staff. Compliance with the established requirements forces students to increase energy consumption, the rate of development of the data, which entails a violation of biological rhythms, poor health and poor performance. Therefore, there is a need to improve the competencies of teachers related to mastering ways to improve the functional state and human health. The relevance of health-saving technologies implementation in vocational education is growing. Since there is no special course for their study, additional training courses on this topic become popular. Purpose of the article: designing the content of the course for additional professional training of teaching staff, ensuring the achievement of the development of health-saving technologies and their use in professional training. The aim of the course is to promote development of the competencies of teaching staff in the field of health-saving technologies application. The article reveals the possibilities of health-saving technologies, the role in preparation of an efficient, highly qualified specialist who meets modern requirements and is able to carry out professional activities at a high level. The study, in which experts selected from among the teachers of a higher educational institution, contributed to the solution of the problem of selecting the content of the course of additional professional training. When selecting the course content, an expert opinion on the established criteria was taken into account. As the planned results of the course, we determined a list of competencies that ensure the ability and willingness of teachers to systematically implement health-saving technologies.
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Spitzer, W. O. "The teacher's teacher: a personal tribute to Alvan R Feinstein." Journal of Epidemiology & Community Health 56, no. 5 (May 1, 2002): 328–29. http://dx.doi.org/10.1136/jech.56.5.328.

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SAGAIDAK, V., and V. GRYNOVA. "CREATION OF A COMFORT ZONE FOR A TEACHER IN A NEW UKRAINIAN SCHOOL." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 175–80. http://dx.doi.org/10.33989/2075-146x.2020.26.227641.

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The modern teacher of the New Ukrainian School is constantly immersed in his work, and thus forgets about the priority personal needs. From here we can say that the comfort zone is extremely important, because it performs many functions, and, above all: reduces psychological and mental fatigue, helps the teacher to relieve stress and renew their emotional and physical resources; prevents professional burnout. We considered the teacher's room as a comfort zone for teachers in the New Ukrainian School. The modern requirements for the arrangement of the teacher's room as a place of work and rest are analyzed. The author's project "Equipment of a teacher's room as a comfort zone for teachers in the New Ukrainian School" was developed in compliance with all standards and recommendations. In the process of creating the author’s project, the technique of “zoning” and “flow of space” was used, which promotes the preservation of health and prevents the professional burnout of teachers of the New Ukrainian School.
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Dubovyk, Olena M., and Violetta Y. Dubovyk. "HEALTH OF THE TEACHER OF HIGHER EDUCATION INSTITUTIONS (EFFICIENCY – DEVELOPMENT)." Wiadomości Lekarskie 74, no. 3 (2021): 773–76. http://dx.doi.org/10.36740/wlek202103239.

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The aim: Of the work is to find a scientifically based approach to improve the health of teachers on the basis of a comprehensive socio-hygienic analysis of the factors that affect the state of their health. Identify the main aspects of psychological work with teachers to support the mechanisms of self-regulation of their psychological health. Materials and methods: Theoretical and methodological analysis of psychological and pedagogical literature; сomparison; generalization; systematization. The article presents the current problem of modernity – the mental health of teachers of higher education. Criteria, quality categories, levels, principles of ensuring the mental health of the teacher as a person are analyzed. The components of mental health are compared. Conclusions: The concept of professional psychological health as a process of scientific understanding of the teachers practice involves the development of a comprehensive program for teacher's health care, which will include all areas: informational, preventional, diagnostical, rehabilitational and treatment. Higher education teachers are active participants in the preservation and promotion of health at the state, social and personal levels. They should form the concept of health in students during the process of their professional activities. Teachers use various forms of organizational, educational, volunteer work and different new technologies to preserve their own health and create the environment with the appropriate social conditions, where students can take responsibility for their own actions, deeds, work, leading a healthy lifestyle.
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Torkachenko, Yu V. "Health Culture of a Teacher as a Condition and Opportunity for the Implementation of Health-Preserving Behavior in the Educational Environment." Psychological-Educational Studies 12, no. 4 (2020): 19–33. http://dx.doi.org/10.17759/psyedu.2020120402.

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The article actualizes the question of the need to attract the attention of teachers to their own health, as a key condition for the implementation of health-preserving behavior at school. The article presents the results of a study aimed at studying patterns of behavior in the field of health of participants in educational relations. The study involved 84 teachers who took advanced training courses at RSAE SPE “Kamchatka Institute of educational development”, and 570 high school students (grades 9-11) Kamchatka the Region secondary schools. Questionnaires aimed at assessing patterns of behavior in relation to various aspects of health are adapted from the generalized scale of attitudes by I.N. Gurvich, transnational youth health studies (HBSC, ESPAD) and include the following indicators: screen time, use of psychoactive substances, sleep adequacy, eating behavior, physical activity. A comparative analysis of the patterns of behavior of the respondents of both groups was carried out; significant differences were assessed using the angular Fisher transformation. The data obtained is structured in accordance with the research question: are there differences in health-preserving and risky behaviors in the group of teachers and high school students? Taking into account the responsibility imposed by the state on teachers for the formation of a value attitude to health, we assume that in the field of teaching, risky behaviors in relation to various aspects of health are less common than among high school students. Comparative analysis shows that high school students and teachers alike have the same behaviors associated with health risks with regard to tobacco consumption, lack of sleep, and screen time at the computer (gadgets).Considering the fact that the teacher's attitude to his own health is decisive in the professional readiness for the implementation of health-preserving behavior at school, a contradiction arises between the responsibility assigned to the teacher to form a value-based attitude to health and the low culture of the teacher's health. From a practical point of view, the study of behavior patterns in the field of health contributes to the choice of effective ways to prevent ill-being in the school environment, as well as the effective solution of the problems of improving the qualifications of teachers.
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Maryanenko, L. "Interpersonal interaction and the process of formation of the structure of educational and cognitive activity of students." Fundamental and applied researches in practice of leading scientific schools 29, no. 5 (August 31, 2018): 40–44. http://dx.doi.org/10.33531/farplss.2018.5.05.

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The article substantiates the definition of the teacher's ability to form the cognitive activity of students, in accordance with the structure of the phenomenon of cognitive activity. The results of the empirical research are described in detail. On the basis of the correlation analysis carried out, positive and negative qualities were identified, in particular, the types of interpersonal interaction that influence the teacher's ability to form the cognitive activity of the schoolchildren. According analysis positively on the ability of teachers to shape cognitive activity of pupils depends on the teacher’s ability to form cognitive motivation of students, promote positive emotional well-being of students in the classroom, the achievement of teacher interpersonal interaction with students through a democratic style of pedagogical communication; the ability to generate the mental abilities of the students. Also positively influenced by the presence of his own style of pedagogical communication of a teacher high in self-esteem of their own creativity and health. According to the correlation analysis, on the ability of the teacher to shape the cognitive activities of students negatively impact the liberal style of communication, responsibly-generous type of behavior, conformity, adaptive behavior; incredulous-skeptical type the behavior of teachers, namely the tendency to criticism, resentment, suspicion, disappointment in children.
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John, Martha Tyler. "Chapter Four: Teacher's Role." Activities, Adaptation & Aging 11, no. 3-4 (August 10, 1988): 91–107. http://dx.doi.org/10.1300/j016v11n03_05.

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Khamim, Khamim, and Wresni Pujiyati. "PENGARUH KONSEP DIRI DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS PROSES PEMBELAJARAN." Edum Journal 1, no. 2 (September 30, 2018): 106–17. http://dx.doi.org/10.31943/edumjournal.v1i2.481.

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The main focus of this research is on the self-concept and pedagogical competence of the teacher and its influence on the quality of the learning process both partially and double. The research method used is a survey method in which the authors go directly to the empirical level by distributing questionnaires to 47 teachers. The processing and analysis techniques used are linear and multiple regression. The results of the study show that: (1) There is a positive and significant influence of the teacher's self-concept on the quality of the learning process (2) There is a positive and significant influence on the teacher's pedagogical competence on the quality of the learning process. (3) There is a positive and significant effect of self-concept and pedagogical competence of teachers together on the quality of the learning process. Therefore, the authors suggest: (1) So that the teacher improves health and appearance because the results of the study show that the weakness of the teacher's self-concept is in the appearance and significance of the body. So that the teacher needs to be given enlightenment related to how to maintain health and fitness through the implementation of joint gymnastics or conducting group discussions related to the dirt to maintain a prime body. (2) To face future competition and improve the quality of education it is deemed necessary to further increase the pedagogical competence of teachers, especially those related to planning and evaluation of learning.
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Dissertations / Theses on the topic "Teacher's health"

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Bradley, Jess. "Children and teacher's perceptions of ADHD and medication." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/153323/.

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A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition, differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families. This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms. Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to exploration of the process of internalisation of the ADHD label.
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Norton, Naomi Claire. "Health promotion in instrumental and vocal music lessons : the teacher's perspective." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/494/.

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This thesis addresses health promotion in the context of instrumental and vocal music lessons from the perspectives of UK teachers. Instrumental/vocal teachers have been identified as potential allies in the prevention of performance-related problems (PRPs) because they are key stakeholders in music education and are in a position to influence primary and secondary prevention of PRPs. However, very little research had investigated these stakeholders’ personal characteristics or their health-related beliefs or behaviours. Therefore, a survey study was designed to investigate the demographic characteristics, educational pathways, and performance-related health of a large group of teachers (N=496), and to explore their health-related beliefs and behaviours. An interview study was conducted to follow up survey findings and explore health promotion in more detail with a smaller sample of teachers (N=12). Results indicate that teachers’ engagement with health promotion is influenced by their personal characteristics – in particular their sex, teaching instrument, and experience of PRPs – and that many teachers already address health promotion by listening to pupils, providing advice, and reporting or referring pupils when necessary. These behaviours were influenced by various factors including, in many cases, teachers’ fundamental belief that they bear at least partial responsibility for pupils’ health and well-being. This perceived responsibility was shared with pupils, their families and institutions, and healthcare professionals; interactions between these stakeholders were explored. Two intervention studies were conducted to investigate teachers’ practical engagement with health-related resources; these studies centred on evaluation of health-related books (N=33) and the provision of an event for teachers and other relevant stakeholders (N=44). Teachers’ participation in these studies demonstrates that there is interest in health promotion among UK teachers and the findings provide information that can be used to improve the content and delivery of resources. The results of all four studies indicate that UK teachers are appropriately placed to act as health promotion advocates, in most cases are already doing so, and to a large extent are interested in learning more about health promotion. The conclusion of the thesis outlines five main implications of this research and identifies directions for future research.
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Miller, Deborah Lyn-Marie. "Finding voice, a teacher's articulation of her subjectivity in power relations and health." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ32694.pdf.

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Monkman, Helen. "The teacher's role in supporting student mental health and well-being : a discursive case study." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632808.

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Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.

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Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.
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Littrell, Peggy Creasey. "The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171537/.

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Matsela, Malineo Agnes. "Psychological violence as work trauma impacting on teachers' health in Lesotho : guidelines for teacher support for health promotion / Malineo Agnes Matsela." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2940.

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The purpose of this study was to investigate the prevalence, severity, source and impact of psychological violence as work trauma on the health of teachers in Lesotho and to further develop guidelines for teacher support for the promotion of their health. In order to achieve this aim, the study focused on the following specific aims: firstly, it set out to investigate the prevalence of psychological violence against teachers, in the secondary and high schools in Lesotho. Secondly, to examine the severity of psychological violence experienced by teachers. Thirdly, to investigate the sources of psychological violence for teachers. Fourthly, establish the impact that psychological violence has as work trauma on teachers' health and finally on the basis of the findings to develop guidelines for teacher support in order to promote their health. The mixed method research design was used to gather data for the study. This involved the use of research methods from both qualitative and quantitative approaches. Mixed method research design was used because it allowed for a deeper investigation of the research problem and to reach a large number of respondents. Quantitative data was subjected to descriptive statistical analysis and factor analysis. On the other hand the qualitative methods involved the use of phenomenological interviews together with the symptoms checklist, and open ended question from the psychological violence scale. Data from these methods was organized into categories and sub-categories. The findings from this study indicate that psychological violence against teachers is highly prevalent. It further emerged that the psychological violence they experienced had a serious impact on all of the five contexts of their existence namely biological, psychological, spiritual, ecological and metaphysical contexts that can be regarded as work trauma. The sources of psychological violence experienced by teachers are the management of schools to a large extent, followed by colleagues of equal status and parents, community and the students to a lesser extent. The findings further indicate that the longer serving and older teachers experience more psychological violence than younger teachers who are coming into teaching service. It also emerged that there was no gender differences in terms of the experience of psychological violence, thus men and women experience psychological violence equally. Findings from both the qualitative and quantitative research methods were synthesized and on the basis of the conclusions drawn and the literature search, guidelines for teacher support were developed. The guidelines were categorised as follows, guidelines for teacher support based on the teachers' experiences of psychological violence and guidelines for teacher support based on the impact of psychological violence they experienced. In the light of the findings the study recommends that, teacher support programmes should be put in place in order to address issues of psychological violence and its impact on teachers' health. It further recommends that a holistic health promotion policy be implemented within the human resource management departments in the various ministries. Finally an in-depth research study of psychological violence and its impact should be undertaken at all levels of education in Lesotho, starting from early childhood care level up to the tertiary level. In conclusion the study established the prevalence, severity, source and impact of psychological violence against teachers. It further established the traumatic impact of their experiences. The study has revealed that due to their experiences of psychological violence teachers need support in order to promote their health.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.
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Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

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This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.
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TenEyck, Amanda. "The personal health practices and beliefs of teachers about school wellness policy." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007teneycka.pdf.

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Liang, Chenye, and Chenye Liang. "The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624092.

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The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health of school (the abbreviation OHI for the organizational health of school) influence teachers' professional identity (the abbreviation PI for professional identity). The participants were 125 middle school teachers from China. They completed online surveys that measured these three variables and some demographics such as gender, salary and school size. The results revealed that there were significant correlations between the OHI and PI, PTE and PI, and OHI and PTE. Except for gender and salary, there was no statistically significant difference in PI between groups of different school size, educational background, type of teaching job, and years of teaching experience. The findings also indicated that OHI mediated the relationship between PTE and PI. Furthermore, a multiple linear regression model was used to predict teachers' PI based on OHI, PTE, and gender. Finally, a statistically significant difference was found on role values (subscale of teachers' professional identity) between tension group (high PTE while low OHI or low PTE while high OHI) and non-tension group (PTE and OHI are at the same level). These findings depict the interactions between PTE and OHI and its influence on PI of Chinese middle school's beginning teachers. The researcher also proposes the next question for further research and makes some practical suggestions for educational policy makers, schools, and individual teachers to improve their PI.
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Books on the topic "Teacher's health"

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Bell, Sharyn. Healthwise 1. Teacher's resource guide. Scarborough, ON: Nelson Canada, 1990.

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Don, Merki, ed. Glencoe health: A guide to wellness : teacher's manual. 2nd ed. Mission Hills, Calif: Glencoe, 1989.

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Simmers, Louise. Teacher's resource kit: Diversified health occupations, 3rd ed. Albany, N.Y: Delmar Publishers, 1993.

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Melville, Scott. Elementary health and physical education: A classroom teacher's guide. Dubuque, Iowa: Kendall/Hunt, 1998.

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Gray, Elspeth M. Smoking and me: A teacher's guide. London: Health Education Authority, Smoking Education for Teenagers Project, 1987.

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Kay, E. J. Teacher's guide: Dental health education designed for use in primary schools. Edinburgh: ScottishHealth Education Group, 1989.

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Strong, Bryan. The resource book: A teacher's tool kit to accompany Human sexuality. Mountain View, CA: Mayfield Pub., 1997.

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Robertson, Alan. Health for life. Teacher's resource guide / general editor, Alan Robertson ; Alan Robertson, Kathleen Gollert, Peter Robertson. Scarborough, Ont: Nelson Canada, 1985.

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Padilla, Michael J. Prentice Hall Science Explorer Human Biology and Health (Teacher's Edition) (Series D). Needham, Massachusetts: Pearson Printice Hall, 2007.

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Jeffries, Mike. Thinking skills: A teacher's guide. Leamington Spa: Hopscotch Educational, 2002.

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Book chapters on the topic "Teacher's health"

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Shapiro, Shauna, Daniel Rechtschaffen, and Sarah de Sousa. "Mindfulness Training for Teachers." In Mindfulness in Behavioral Health, 83–97. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_6.

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Smith, Megan, and Joy Higgs. "Health Professionals Becoming University Teachers." In Educating Health Professionals, 15–22. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_2.

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Schmidt, Jan-Erik, and Caterina Gawrilow. "Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health." In Student Feedback on Teaching in Schools, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Skinner, Ellen, and Jeffry Beers. "Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience." In Mindfulness in Behavioral Health, 99–118. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_7.

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Gerzina, Tania, and Kirsty Foster. "Being a University Teacher." In Educating Health Professionals, 23–32. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_3.

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Smith, Gaynor, Jane Hughes, and Trisha Greenhalgh. "Patients as Teachers and Mentors." In User Involvement in Health Care, 52–63. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325164.ch4.

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Howells, Kristy. "Health Education, What Does It Mean?" In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_418-1.

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Coleman, John. "Stress and mental health." In The Teacher and the Teenage Brain, 97–111. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003004462-8.

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Jennings, Patricia A. "CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competence and Well-Being." In Mindfulness in Behavioral Health, 133–48. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_9.

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Ittner, Doris, and Tina Hascher. "Towards a Model of Teachers’ Moral Health: Professional Satisfaction, Moral Emotions and Teacher Ethos." In The International Handbook of Teacher Ethos, 211–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73644-6_14.

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Conference papers on the topic "Teacher's health"

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Tsibulnikova, V., A. Bogatikova, and A. Hoptinskaya. "Teacher's vocation to health-creating pedagogical activity." In Scientific achievements of the third millennium. LJournal, 2019. http://dx.doi.org/10.18411/scienceconf-09-2019-09.

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Caldas Teixeira, Leticia, Pedro Beca, Joao Freitas, Ivo Pinto, Catarina Oliveira, and Marisa Lousada. "Usability and acceptability of an online tool to promote health of the teacher's voice: pilot study." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760678.

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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Lobo, Hetty N. C. C., José A. P. C. Lobo, Clarice C. Daga, Samuel B. M. Abdelmur, Israel S. M. Zica, Filipe Dinato, and Carlos E. L. Melo. "Sound Emission Level in Spinning Classes and the Influence in the Health of Teachers." In ASME 2018 Noise Control and Acoustics Division Session presented at INTERNOISE 2018. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ncad2018-6127.

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Noise presents itself today as the most frequent physical agent in the workplace and its harmfulness is already proven by the literature. Among its main consequences are noise-induced hearing loss that can be caused by any type of excessive sound emission, including those used in Spinning classes. The objective of the present study was to evaluate the sound pressure levels in Spinning classes in Brasília-DF academies, as well as to identify the teacher’s perception of their auditory condition. The Bruel & Kjaer 2250 sound pressure gauge was used to ensure the reliability of measurements. 43 teachers participated and the sound pressure levels were measured at 20 academies. The results indicate that 100% of the academies are working with values above the limits allowed by the current legislation (85dBA). Thus, the higher the weekly workload, the higher the maximum sound pressure level and the equivalent to which the teachers are exposed. Concerning the auditory perception of the teachers, (69.8%) they stated that they did not feel bothered by the loud sound. It is suggested that academies, teachers and students be guided to prevent possible hearing damage and to try to control the noise level in the classroom.
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Molodtsova, E. Yu, and E. M. Rebko. "HEALTH-SAVING, HEALTHY-DEVELOPING AND HEALTH-FORMING TECHNOLOGIES IN TEACHER EDUCATION." In Безопасность жизнедеятельности: современные вызовы, наука, образование, практика. Южно-Сахалинск: Сахалинский государственный университет, 2020. http://dx.doi.org/10.52606/9785888116135_22.

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Stephani, Mesa Rahmi, Agus Mahendra, Andi Suntoda, Gano Sumarno, and Gita Febria Friskawati. "Teacher’s Perspective About Teaching Effectiveness Barriers in Elementary Physical Education: Teachers Self-Evaluation." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.070.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Herynková, Marie. "Job Satisfaction, Grit And Mindsets Of Teachers." In 5th International Conference on Health and Health Psychology: Covid-19 and Health Care. European Publisher, 2020. http://dx.doi.org/10.15405/eph.20101.14.

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Moravcikova, Dagmar. "Analysis of the Teacher’s Work with Ill Children." In icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.07.10.

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Tikhomirova, Larisa F., and Galina V. Skrigan. "On some results of training students-defectologists for health-preserving and health-forming activities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-341-347.

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The function of preserving and strengthening the health of children occupies a special place in the activities of teachers of each educational institution. To carry out effective work on the preservation, strengthening and formation of children's health, it is necessary that the teachers themselves be ready to engage in health-preserving activities. The author notes that the most relevant and effective is the preparation of students at the university for the implementation of the function of preserving and strengthening the health of schoolchildren. The author reveals the conditions necessary to increase the level of readiness of students-defectologists for activities to preserve and strengthen the health of children.
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Reports on the topic "Teacher's health"

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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Professional-Personal Aspect of a Teacher’s Health-Improving Activity. Vladimir I. Osik, Oleg G. Lyzar, September 2016. http://dx.doi.org/10.14526/01_1111_131.

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Art-therapy as health-saving technology in social-psychological adaptation support among young teachers. Liliya A. Belozеrova, Lubov V. Guryleva, December 2018. http://dx.doi.org/10.14526/2070-4798-2018-13-4-101-108.

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How can a robot help your mental health? ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11246.

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Cath Kitchen, Head Teacher and Project Manager for the DoE AV1 project, and Zoe Johnson 'Zobot' explain how this innovative device is helping young people with long term physical and mental health issues to 'virtually' attend school.
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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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'Teacher parent co-production to develop new educational models for the pandemic - and beyond' - Professor Helen Minnis. ACAMH, August 2021. http://dx.doi.org/10.13056/acamh.16654.

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Recorded via video link for the Emmanuel Miller Memorial Lecture and Conference 'Child and adolescent mental health: what have we learnt during the Covid-19 pandemic? Looking back, Looking forward' on Friday 19 March 2021. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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