Workplace Well-Being in K-12 Schools: What does it mean to “flourish” at work?
Workplace Well-Being in K-12 Schools: What does it mean to “flourish” at work?
By: Dr. Sabre Cherkowski, Dr. Keith Walker
Date: March 5, 2020
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Facing growing levels of stress and burnout, K-12 staff require a supportive workplace that encourages them to find ways to “flourish” within their school community. While flourishing may look different to staff members depending on what makes them personally feel most valued and connected to their work, a flourishing school environment generally has three main components:
1. Subjective Well-Being: positive emotions, positive relationships, and a sense of making a difference are all aspects that contribute to a staff member’s sense of flourishing.
2. Adaptive Community: an environment where staff are encouraged to communicate openly with colleagues, be creative, and resolve team conflicts when they arise.
3. Leaderful Mindsets: staff are able to identify ways that their work contributes to the larger, shared goals of the school community, which provides a greater sense of ownership, engagement, and shared leadership.
ALONG WITH THESE COMPONENTS, STAFF IN FLOURISHING SCHOOL COMMUNITIES GENERALLY DEMONSTRATE KEY “PROFESSIONAL CHARACTERISTICS,” INCLUDING:
1. Compassion: noticing and wanting to help ease the stress of others, and are aware of how their thoughts and actions impact their colleagues.
2. Trust: having the support and autonomy to take creative risks and innovate, which is reflective of having positive relationships with colleagues.
3. Hope: striving to improve the school environment as a whole-school community by recognizing both strengths and challenges, while building a shared vision for improvement.
While schools come in all shapes and sizes, a flourishing school community is supportive and provides staff members with a sense of purpose and belonging where they feel seen, valued, and ultimately find meaning in their work.
This research was funded by the Social Sciences and Humanities Research Council of Canada
Additional Resource Information
Katz, J. (2019). Ensouling our schools. Winnipeg, MB: Portage and Main Press.
SEL BC: http://www.selbc.ca/
Growing Great Schools Worldwide: https://growinggreatschoolsworldwide.com/canada-effective-approaches-to-promote-teacher-wellbeing/
SMART (Stress Management and Resiliency Techniques) https://education.ok.ubc.ca/research-partnerships/smarteducation/
References
Cherkowski, Sabre, and Keith Walker. (2018). Teacher wellbeing: Noticing, nurturing and sustaining flourishing in schools. Burlington, ON: Word and Deed Press.
Cherkowski, Sabre, Kelly Hanson, and Keith Walker (2018). Mindful alignment: Foundations of educator flourishing. Lanham, MD: Lexington.
Cherkowski, Sabre and Walker, Keith (Eds.). Perspectives on Flourishing. Lanham, MD: Lexington.
Cherkowski. S. and Walker, K. (2019). Mentorship for flourishing in schools: An explicit shifttoward appreciative action International Journal of Mentoring and Coaching in Education, 8 (4), 345-360.
Cherkowski, Sabre, and Keith Walker. (2018). Teacher wellbeing: Noticing, nurturing and sustaining flourishing in schools. Burlington, ON: Word and Deed Press.
Cherkowski, Sabre, and Keith Walker(2014) Flourishing communities: Re-storying educational leadership using a positive research lens International Journal of Leadership in Education 17.2 (2014): 200-216.
Cherkowski, Sabre, and Keith Walker (2016) Purpose, passion and play: Exploring the construct of flourishing from the perspective of school principals." Journal of Educational Administration 54.4 (2016): 378-392.
Cherkowski, Sabre, Kelly Hanson, and Keith Walker (2018)Flourishing in adaptive community: balancing structures and flexibilities." Journal of Professional Capital and Community 3.2 (2018): 123-136.
Meet The Expert
Dr. Sabre Cherkowski
Sabre Cherkowski is an associate professor in the Okanagan School of Education at the University of British Columbia. She is currently engaged in a multi-year, pan-Canadian research project on Flourishing in Schools.
Dr. Keith Walker
Dr. Keith Walker is a Professor of Educational Administration and Johnson-Shoyama Graduate School of Public Policy at the University of Saskatchewan in Canada. Dr. Walker brings over thirty years of experience as a manager, teacher, minister, leader, scholar, and educational administrator in public and social sectors.